Science through LEGO Engineering Design an Animal Model: Animal Studies
Curriculum Resources
2008-2009 Edition
Contributors: G. Michael Barnett, Ph. D., Boston College Kathleen Connolly, Tufts University Linda Jarvin, Ph. D., Tufts University Ismail Marulcu, Boston College Chris Rogers, Ph. D., Tufts University Kristen Bethke Wendell, Tufts University Chris Wright, Tufts University
The preparation of this curriculum was partially supported by grant DRL-0423059 from the
National Science Foundation. Grantees undertaking such projects are encouraged to express freely their professional judgment. This curriculum, therefore, does not necessarily represent the
position or policies of the National Science Foundation.
Not for distribution without the authors’ permission
Table of Contents for this Resource Packet
Section 1. Teacher’s Guide Section 2. Student Handouts for All Lessons Section 3. Supplemental Teacher Resources
Section 1: Teacher’s Guide
Science through LEGO Engineering Animal Studies Module: “Design an Animal Model”
Module Overview
Overall Goals: The purpose of studying and modeling the animals is to (1) practice observing and
modeling animals, (2) learn how animals are structured and how they behave, and (3) consider how
animals’ structure and behavior enable survival in their environment.
Big Science Question: Why do animals look and act the way they do, and how can we study and explain
their looks and actions?
Lesson Title Lesson Overview Lesson Learning Objectives Students will be able to…
1
How can we learn
about animals?
First attempt at the unit’s grand design
challenge (inventing and modeling new
creatures for an adventure movie).
Discuss the plan for learning the science
necessary to complete the challenge.
Define engineering design as the process of applying creativity and math and science knowledge to the solution of human problems.
2
How can we
group animals?
Create “pet posters” that describe 7
common pets from 7 different animal
groups.
Group animals by the physical characteristic they share into the major groups of animals (fishes, amphibians, reptiles, mammals, crustaceans, insects, birds).
3
What makes a
place a “habitat”?
Research and make LEGO models of the
pets’ native habitats. Consider how each
animal is a good match for its habitat.
Describe the major elements of habitats in general and for specific animals
4
How do scientists
study animals?
(May take place over multiple sessions.)
Observe structures and behaviors of live
animals in the classroom, and record
observations through writing and
drawing. (Replaced by
book/internet/video study of animals if
live animals are not available.)
Observe and model animal body structures.
Identify animal behaviors that are in response to stimuli in the environment.
5
Why do animals
look the way they
do?
Carefully study the locomotion structure
of one animal. Use LEGO pieces to create
a model of this structure.
Observe and model animal body structures.
Explain how structures determine animal functions.
6
What makes a
good model of an
animal’s
structure?
Critique and revise structural models, and
reflect on the modeling process. Compare
models to real animals.
Explain how structures determine animal functions.
Identify adaptations that help animals survive in their environment.
7
Why do animals
act the way they
do?
Observe pre-programmed robotic model
animals and predict the “rules” that
govern their behavior. Write a stimulus-
response behavior rule that models the
behavior of one carefully studied animal.
Identify animal behaviors that are in response to stimuli in the environment.
Explain how behaviors help animals survive in their habitats.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Animal Studies Module: “Design an Animal Model”
Module Overview
Lesson Title Lesson Overview Lesson Learning Objectives Students will be able to…
8
What makes a
good model of an
animal’s
behavior?
Critique and revise behavioral models,
and reflect on the modeling process.
Compare models to real animals.
Identify animal behaviors that are in response to stimuli in the environment.
Explain how behaviors help animals survive in their habitats.
9
How can we
invent and model
new animal
structures?
Propose an animal that would be well
adapted to the rainforest ecosystem, and
build a structural model of this fictional
animal. Test according to a structure
model rubric.
Combine different materials, shapes, and structures to design and build models of animals.
Identify adaptations that help animals survive in their environment.
10
How can we
invent and model
new animal
behaviors?
Use NXT programming to create a
behavioral model of the proposed
fictional animal. Test according to a
behavior model rubric.
Combine different materials, shapes, and structures to design and build models of animals.
Explain how behaviors help animals survive in their habitats.
11
Would our
invented animals
survive?
Final tests of student-invented animal
models. Wrap-up discussion of the
animals for survival in the environment,
given their characteristics.
Define engineering design as the process of applying creativity and math and science knowledge to the solution of human problems.
List and explain the steps of the engineering design process.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Animal Studies Module: “Design an Animal Model”
Module Overview
Learning Objectives for LEGO Engineering Animal Studies Module
07/01/08
By the end of the module, students will be able to:
1) Group animals by the physical characteristic they share into the major groups of
animals (fish, amphibians, reptiles, mammals, crustaceans, insects, birds).
2) Observe and model animal body structures.
3) Explain how structures determine animal functions.
4) Identify adaptations that help animals survive in their environment.
5) Describe the major elements of habitats in general and for specific animals.
6) Identify animal behaviors that are in response to stimuli in the environment.
7) Explain how behaviors help animals survive in their habitats.
8) Combine different materials, shapes, and structures to design and build models of
animals.
9) Define engineering design as the process of applying creativity and math and science
knowledge to the solution of human problems.
10) List and explain the following steps of the engineering design process:
i. Identifying a problem
ii. Researching possible solutions
iii. Picking the best solution
iv. Building a prototype
v. Testing the prototype
vi. Repeating any steps needed to improve the design
(Objectives based on the National Science Education Standards, the Massachusetts Curriculum Frameworks, and the Somerville District Science Benchmarks)
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Animal Studies Module: “Design an Animal Model”
Module Overview
Animal Studies: Design an Animal Model – Related National, State, and District Learning Standards
National AAAS Benchmarks
Strand 5: The Living Environment, Grades 3-5 - A great variety of kinds of living things can be sorted into groups in many ways using
various features to decide which things belong to which group.
- For any particular environment, some kinds of plants and animals thrive, some do not live
as well, and some do not survive at all.
- Organisms interact with one another in various ways besides providing food.
- Individuals of the same kind differ in their characteristics, and sometimes the differences
give individuals an advantage in surviving and reproducing.
Strand 11: Common Themes - Models, Grades 3-5 - A model of something is similar to, but not exactly like, the thing being modeled. Some
models are physically similar to what they are representing; others are not.
- Models are very useful for communicating ideas about objects, events, and processes.
When using a model to communicate about something, it is important to keep in mind
how it is different from the thing being modeled.
National Science Education Standards Content Standard A: Science as Inquiry (K-4) - Identify a simple problem, propose a solution, implement proposed solutions, evaluate a
product or design, communicate a problem, design, or solution. Content Standard C: The Characteristics of Organisms (K-4) - Each plant or animal has different structures that serve different functions in growth,
survival, and reproduction. For example, humans have distinct body structures for
walking, holding, seeing, and talking.
- The behavior of individual organisms is influenced by internal cues (such as hunger) and
by external cues (such as change in environment). Humans and other organisms have
senses that help them detect internal and external cues.
Content Standard C: Regulation and Behavior (5-8) - Behavior is one kind of response an organism can make to an internal or environmental
stimulus….Behavioral response is a set of actions determined in part by heredity and in
part from experience.
- An organism’s behavior evolves through adaptation to its environment.
Massachusetts Frameworks
Grades 3-5, Life Sciences Strand - Classify plants and animals according to the physical characteristics they share.
- Give examples of how inherited characteristics may change over time as adaptations to
changes in the environment that enable organisms to survive, e.g., shape of beak or feet,
placement of eyes on head, length of neck, shape of teeth, color.
- Describe how organisms meet some of their needs in an environment by using behavior
(patterns of activities) in response to information (stimuli) received from the environment.
Recognize that some animal behaviors are instinctive and other are learned.
Design An Animal Model Learning Objectives By the end of this module, students will be able to:
1) Group animals by the
physical characteristic they
share into the major groups
of animals (fish,
amphibians, reptiles,
mammals, crustaceans,
insects, birds).
2) Observe and model animal
body structures.
3) Explain how structures
determine animal functions.
4) Identify adaptations that
help animals survive in their
environment.
5) Describe the major elements
of habitats in general and
for specific animals.
6) Identify animal behaviors
that are in response to
stimuli in the environment.
7) Explain how behaviors help
animals survive in their
habitats.
8) Combine different
materials, shapes, and
structures to design and
build models of animals.
9) Define engineering design
as the process of applying
creativity and math and
science knowledge to the
solution of human
problems.
10) List and explain the
following steps of the
engineering design process:
i. Identifying a problem
ii.Researching possible
solutions
iii.Picking the best
solution
iv.Building a prototype
v.Testing the prototype
vi.Repeating any steps
needed to improve the
design
Somerville Science Benchmarks
Grade 4 Benchmarks for Structure and Function of Animals - List the key characteristics of each of six important groups of animals (fishes, amphibians,
reptiles, birds, mammals, and insects).
- Name at least two animals from each group (fishes, amphibians, reptiles, birds, mammals,
and insects).
Grade 4 Benchmarks for Adaptations of Animals - Identify at least two animal adaptations that help the animal survive in its environment.
(e.g. thick fur on a polar bear, long beak on a hummingbird)
- List at least two animals and their behaviors that help them survive in their natural habitat
(e.g., birds build nests, ducks migrate).
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
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Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives
!!!!!!!!!!!! Teacher Background
One 60-minute session
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Students will be introduced to the unit’s “Grand Design Challenge”: As a science adviser to a movie studio, you must invent and model an imaginary but believable animal creature for a rainforest adventure movie. Students will consider what science ideas will help them
successfully complete this challenge and answer the unit’s “Big Science
Question”: Why do animals look and act the way they do, and how can we study and explain their looks and actions?
! Exploration question – squirrel survival
! Read design challenge brief
! View images of the design challenge environment
! Consider current and future knowledge that will help with design
challenge
! Propose initial “pitch” for a rainforest movie creature
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Define engineering design as the process of applying creativity
and math and science knowledge to the solution of human
problems.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
What is a tropical rainforest? A tropical rainforest is a warm, humid forest where it rains at least 100 inches every year and where the temperature stays near 75° F all year round. Because they are so warm and wet and full of plants, at least half of all the earth's animals species live in tropical rainforests. In fact, new species of animals are still being discovered in the rainforests! Different animals live in each of the three rainforest layers. On the forest floor there are earthworms, insects, and elephants. Among the bushes and small trees there are jaguars, snakes, possums, woodpeckers, and more insects. Up high in the trees and vines of the canopy there are monkeys, frogs, sloths, and parrots. Rainforests also have large rivers with many kinds of fish.
Lesson 1
How can we learn about animals?
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!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!! Preparation
!!!!!!!!!!!! Instructions for Teachers
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Animal adaptation – A special trait that helps an animal survive.
Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation.
Survive – To stay alive.
Tropical rainforest – A warm, humid forest full of trees, flowering
plants, and animals where it rains more than 100 inches per year. !!!!!!!!!!!! For each student ! Engineer’s Journal 1
For the class ! Images of rainforest environment (provided at end of lesson plan)
!!!!!!!!!!!! ! Prepare overhead projector, LCD projector, or TV/DVD for viewing of
rainforest images.
!!!!!!!!!!!!
PART I: Introduction to Grand Design Challenge (15 min)
1) Give students 2-to-3 minutes to record their ideas about the
exploration question: “What makes squirrels so good at surviving in
the cities of the northeastern United States?”
2) Ask a few students to explain their thoughts on this question. Then,
explain that you are about to begin a science unit that is all about this
kind of question – why do animals look and act the way they do?
3) Explain that to become experts at how animals look and act, and at
why they look and act the way they do, students will be challenged
with an engineering design project that requires expertise on the
science of animals. Today, students will take a first try at the animal
engineering design challenge. Then, for the next several science
classes, students with gather new science knowledge necessary for
succeeding at the challenge, just like real engineers do when
researching their design projects.
4) Direct students to turn to journal page 1-2, the Design Brief. This
page explains students’ grand challenge for this science unit. Ask
Lesson 1 How can we learn about animals?
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Now that students have
been introduced to their
design challenge, it is time
to map out a plan for the
unit’s science learning.
NOTE: Save this chart for Lesson 11, when you will
complete the third column.
students to read the Design Brief independently, or read it together.
5) Announce that the movie director has given you some early scenes
from the movie so you can get a sense for the rainforest environment.
Ask students to look carefully and try to notice as many details as
possible. Display the rainforest images.
PART II: Planning for Learning Animal Science (25 min)
6) Ask students to turn to journal page 1-3, which summarizes the
design challenge, states the big science question, and asks students to
plan for their science learning.
7) Allot 5 minutes for students to work independently on the “What do
you already know?” and “What do you need to learn?” table.
8) Create a class chart with three columns. Leave the third column
blank, and use the first two to record what students already know and
what students need to learn to complete the animal engineering design
challenge.
Lesson 1 How can we learn about animals?
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When students can
thoroughly answer this Big
Science Question, they will
be able to complete the
Grand Design Challenge.
NOTE: You might remind students that engineers
often come up with dozens of design ideas for one
design challenge. They keep trying until their design
meets all of the criteria. As they try and try again, they
learn many new things.
9) Use the chart as a starting point for previewing the unit. Circle the
ideas that will be addressed in the unit, and then explain that over the
next several lessons, students will be:
a. Describing the different types of animals
b. Thinking about why certain animals live in certain places,
and building LEGO models of those places (habitats)
c. Observing real animals (live, videotaped, or in books)
d. Modeling the way animals look, using LEGO structures
e. Modeling the way animals behave, using robots
f. Completing the grand design challenge – inventing and
modeling a rainforest movie creature
As students work on all of these tasks, they will be developing
expertise to answer the unit’s “Big Science Question”: Why do animals look and act the way they do, and how can we study and explain their looks and actions?
PART III: Development of Initial “Pitch” for the Rainforest Movie
Creature (15 min)
10) Explain that before staring any of the animal science investigations,
students must brainstorm initial ideas for the movie director.
11) Direct students to turn to page 1-4, where they will use just writing
and drawing to make an initial “pitch” for their rainforest creature
idea. Allot 10 minutes for students to complete their pitch.
Lesson 1 How can we learn about animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
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Lesson 1 How can we learn about animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
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Lesson 1 How can we learn about animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
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Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
One 60-minute session
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The primary goal of this lesson is for students to recognize that animals
can be classified into groups according to their characteristics, needs, and
habitats. To learn about these groups, students will first practice
describing the characteristics of animals: each pair will make a poster
about one of seven familiar pets. Then, the class will work together to
assign each pet to a different animal group (fish, amphibians, reptiles,
mammals, crustaceans, insects, birds).
! Consider a true story about a scientist that discovers a new species
! Creation of pet posters that describe the characteristics of familiar
pets (goldfish, frogs, cats, snakes, ants, parakeets, hermit crabs)
! Assignment of the seven pets to seven major animal groups (fish,
amphibians, mammals, reptiles, insects, birds, crustaceans)
! Discussion of special features of each major animal group
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Group animals by the physical characteristic they share into seven
major groups of animals (fishes, amphibians, reptiles, mammals,
crustaceans, insects, birds).
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 2
How can we group animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
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!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials !!!!!!!!!!!! Preparation
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Amphibian – A cold-blooded animal that has an inner skeleton and
spends part of its life in water and part of its life on land.
Behavior – The way an animal acts; what an animal does; an animal’s
pattern of activities.
Bird – A warm-blooded, egg-laying animal that has an inner skeleton,
wings and feathers.
Characteristic - A quality of an individual or group.
Crustacean – An animal that has a hard shell, jointed legs, antennae,
three mouth parts, and a fan-shaped tail, and usually lives in water.
Fish – A cold-blooded animal that has an inner skeleton, lives in water,
has gills, fins, and a tail, and moves by swimming.
Habitat – The home of an animal.
Insect – A very small animal that has an outer skeleton, a segmented
body, three pairs of legs, and usually wings.
Mammal - A warm-blooded animal that has an inner skeleton and has
hair or fur; female mammals produce milk to feed their young. Reptile – A cold-blooded animal that has an inner skeleton, lives on land,
and has waterproof skin with scales or plates. !!!!!!!!!!!! For each student ! Engineer’s Journal 2
For each student pair ! " sheet of chart paper (or " poster board or 11x14 paper)
! Markers For the class ! Seven animal group labels (7 small strips of paper, each with one of
these words written in large print: fish, amphibians, mammals,
reptiles, insects, birds, crustaceans)
!!!!!!!!!!!! ! Cut chart paper or poster board, or obtain 11x14 paper.
! Prepare animal group labels.
Lesson 2 How can we group animals?
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!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
NOTE: Page 2-3 shows the
layout for the poster. Students do not need to
write on page 2-3; it is just a template.
!!!!!!!!!!!!
PART I: Introduction (15 min)
1) Explain that today’s exploration question involves reading a true
story about a scientist that discovers a new animal species. The
students’ task is to determine what steps the scientist takes to make
that discovery.
2) Read the story out loud, or allow time for students to read the story to
themselves. Allot 5 minutes for students to identify and record the
steps taken by the scientist.
3) Ask students to share the steps they identified, such as:
• Describing looks/physical characteristics
• Describing actions/behavior
• Describing the surrounding plant life
PART II: Pet Poster Explanation/Demonstration (10 min)
4) Explain that the students will now practice the role of a scientist who
is observing and describing animals. However, since they are in the
city instead of an Indonesian forest, they will describe animals that
are “closer to home,” and with which they are very familiar – pets!
5) Explain that each student pair will be told the name of a different
common pet. Each pair’s task is to brainstorm everything they know
about that animal and record at least one idea in each of three
different categories on a poster. The three categories are:
looks/physical characteristics, behavior, and needs (food, nearby
plants, climate, etc.).
6) Model this poster-making process for the students by making a poster
for another familiar pet. Your poster might look something like this:
Lesson 2 How can we group animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
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NOTE: If you have fewer than seven pairs of students, you might ask some groups to describe two animals, or
describe some yourself.
STUDENTS’ INDEPENDENT
WORK
MAKING SENSE OF THE ACTIVITY
The next pages provide
information about the seven
animal groups and show
samples of students’ “pet
posters.”
7) After modeling the poster-making task, assign one of these seven
animals to each student pair (but do not yet reveal the animal groups):
a. Goldfish (pet from the fish group) b. Frog (pet from the amphibians group) c. Parakeet (pet from the birds group) d. Hermit crab (pet from the crustaceans group) e. Snake (pet from the reptiles group) f. Cat (pet from the mammals group) g. Ant (pet from the insects group)
PART III: Students’ Creation of Pet Posters (15 min)
8) Allot 10-to-15 minutes for students to work independently on their
posters.
9) Reassure students that these posters do not need to be elaborately
decorated or perfectly neat. This is a brainstorming exercise, a chance
for students to share informally their knowledge about one animal.
PART IV: Class Discussion about Animal Groups (20 min)
10) Hang the posters at the front of the room. You now have seven lists
of animal characteristics identified by the student groups.
11) After each list is visible in the room, display the labels for the seven
animal groups: fish, amphibians, birds, crustaceans, reptiles, mammals, and insects. Ask students which animal group name is best
matched with each list of characteristics. Place the correct label on
each poster.
12) Direct students to record these animal group names and
characteristics on journal page 2-4.
13) When animal groups are identified, facilitate a discussion requesting
students’ ideas on the following questions:
a. What other animals could be classified into each group?
b. How would you convince others that these groupings are
helpful for studying and talking about animals?
Lesson 2 How can we group animals?
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Lesson 2 How can we group animals?
Group Name Major Characteristics 3 Examples
Cold-blooded (body temperature depends on their environment)
Salamander
Live both in water and on land throughout life Newt
Amphibians (Vertebrate)
To breathe: use gills in water when young and lungs on land when older
Toad
Warm-blooded Pelican
Have feathers and wings (MOST can fly) Parrot
Birds (Vertebrate)
Lay eggs Penguin
MOST are cold-blooded Trout
Breathe with gills because they live in water, and swim in water with fins
Eel
Fish (Vertebrate)
MOST lay eggs Shark
Warm-blooded Elephant
Produce milk for their young, which are born live Monkey
Mammals (Vertebrate)
MOST have body hair Platypus
Cold-blooded Turtle
Have scales on their skin Alligator
Reptiles (Vertebrate)
MOST lay eggs Lizard
Body has outer shell (exoskeleton), eyes, antennae, and three mouth parts
Shrimp
MOST live in water (fresh and salt water) Crayfish
Crustaceans (Invertebrate)
Fan-shaped tail Lobster
Body has outer shell (exoskeleton), three parts, joined legs, eyes, and antennae
Butterfly
Breathe through holes in body Mosquito
Insects (Invertebrate)
Hatch from eggs Grasshopper
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Lesson 2 How can we group animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
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Suggested Time !!!!!!!!!!!! Lesson Overview
!!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
One 60-minute session
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
In this lesson, students will research and make LEGO models of the
native habitats of common pets (which they described in Lesson 2). They
will also consider how each animal is a good match for its habitat. The
primary goals for this lesson are for students to connect animal
characteristics to habitat features, and for students to start thinking about
models as simplified versions of real things, designed to highlight
specific important ideas.
! Exploration question – where sharks and seagulls live
! Researching native habitats of common pets (or wild animals in the
same family as common pets)
! Considering how each habitat is a good match for the animal
(thinking about the specific features of each habitat)
! Quick-build: LEGO models of habitats
! Determining what makes a habitat (identifying the common features
of all habitats)
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Describe the major elements of habitats in general and for specific
animals.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
LEGO model of a desert habitat
Lesson 3
What makes a place a “habitat”?
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!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials !!!!!!!!!!!! Preparation
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Body of water – A large amount of water all in the same place, such as a
lake, pond, river, ocean, dam, creek, or stream.
Characteristic – A quality of an individual or group.
Habitat – The home of an animal.
Land feature – A natural part of the landscape such as a hill, mountain,
valley, dune, crater, plain, or meadow.
Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation. !!!!!!!!!!!! For each student ! Engineer’s Journal 3
For each student pair ! LEGO NXT kit
For the class ! Books or articles about these seven animals in their native habitats:
crabs, ants, frogs, snakes, tigers (or other wild cat), parakeets (or
other wild bird), sharks (or other wild fish)
!!!!!!!!!!!! ! Gather books or articles that provide information on animal habitats.
! Prepare a sample “habitat research chart” (but do not fill it out yet).
! Build a sample of a LEGO model habitat (see photo above).
Lesson 3 What makes a place a “habitat”?
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!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY
EXPLANATION
!!!!!!!!!!!!
PART I: Introduction (10 min)
1) Explain that today students will shift from describing animals to
describing the places where animals live – their habitats. Each pair
will research the native habitats of the “wild” versions of their Lesson
2 pets. (Note: Students whose Lesson 2 animal is found only as a pet,
such as cats and goldfish, will research similar animals that live in the
wild, such as tigers and sharks.)
2) Direct students to the exploration questions on page 3-1. Allot 5
minutes for students to record their ideas. These questions ask
students to consider why sharks and seagulls live where they live.
3) Ask some students to share their ideas for each of the three questions.
Conclude this initial discussion by pointing out that there are some
common things that all animals need in their habitats, and some
things that each animal needs specifically. For an animal to survive
and thrive, its habitat must have the common features needed by all
animals as well as the features specifically needed by that animal.
Animals must be “good matches” for their habitats; they must have
characteristics that make them well-suited for their environment. In
this lesson, the students will investigate more about habitats and their
connections to animal characteristics.
PART II: Habitat Research and Modeling Demonstration (10 min)
4) Explain that each student pair will first research the native habitat of
their animal, or one like it, and record their findings in the “research
chart” on page 3-2. Second, they will write about how their animal is
a good match for its habitat. Third, they will build a LEGO model of
that habitat. Each LEGO model must “show off” at least three of the
characteristics recorded in the students’ research chart.
5) On the overhead projector, board, or chart paper, demonstrate how to
fill out a research chart and answer the follow-up question (page 3-2).
Lesson 3 What makes a place a “habitat”?
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3-4
NOTE: You might want to point out that your model
habitat is very simple because you spent less than 10 minutes building it, and
you focused on modeling only the plant life, food
source, and land feature of the habitat. You did not
worry about making it look exactly like a real habitat.
6) Display your sample LEGO model of a habitat.
PART III: Students’ Habitat Research and Modeling (25 min)
7) Distribute books or articles and direct the students to begin their
habitat research. When students complete their charts and follow-up
question (page 3-2), they may obtain their LEGO kits to do their
modeling.
8) Allot 25 minutes for students to research and build models. When 10
minutes are left, make sure all students have moved on to modeling.
PART IV: Discussion of Habitat Common Features and +/- Chart (10
min)
9) In today’s wrap-up discussion, your goal is to answer two questions:
a. What makes a place a “habitat”? b. How good are the LEGO models at showing what makes a
place a “habitat”?
10) Display these two questions, and facilitate a discussion of the first
question: what makes a place a “habitat”?
Lesson 3 What makes a place a “habitat”?
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3-5
The common features of all
habitats are food (enough
for the particular animal),
air/oxygen (enough for the
particular animal), water
(enough for the particular
animal), and space in which
to move around (enough for
the particular animal).
These are the things that
transform a place into a
habitat. If a place is
without food, oxygen,
space, or water, it cannot be
an animal habitat.
Lesson 3 What makes a place a “habitat”?
a. One way to think about this question is: Can any place be a
habitat? For example, could a child’s bedroom be a habitat for
a bear? Could a car be a habitat for a frog? Why not?
b. Another way to think about this question is: What do all
animal habitats have in common? Do they all have trees? Do
they all have dirt? Why not? What do all animals need in their
habitats?
11) Ask students to complete Step 3 on page 3-3: What are four things that all animals need in their habitats?
12) Next, focus students’ attention on the second main question: How
good are the LEGO models at showing what makes a place a
“habitat”?
a. To facilitate a discussion about this question, make a class +/-
chart: Draw a vertical line. Draw a “+” (plus) on the left of it,
and a “-“ (minus) on the right of it.
b. Under the plus sign, record the students’ ideas about the
advantages of using the LEGO models to explain habitats to
others? What do they help you show?
c. Under the minus sign, record the students’ ideas about the
disadvantages of using the LEGO models to explain habitats?
What ideas are you not able to show using the LEGO models?
Do they help you explain that all habitats need oxygen, water,
food, and space?
13) Conclude the lesson by explaining that the students will continue to
build models throughout this unit, and each model will be good at
explaining some things, and not good at explaining other things.
Models are simplified versions of real things, and they are used to
help explain and think about certain features of real things.
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Science through LEGO Engineering Design an Animal Model - July 2008
4-1
Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives
!!!!!!!!!!!!
One-to-three 60-minute sessions (depending on the extent of your live animal studies, if any) !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The primary goal of this lesson is for students to gain experience
observing the animal structure and behavior and recording those
observations in written and drawn form. If you do not keep live animals
in your classroom, students may make indirect observations of animals
through books, videos, and websites. If you would like students to make
observations of multiple animals, this lesson may stretch over multiple
sessions.
! Exploration question – comparing animal structures
! Observe animal body structures
! Complete animal structure data table
! Observe animal behavior
! Complete animal behavior data table
! Reflect on how observation data can inform design challenge work
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Observe and model animal body structures.
• Identify animal behaviors that are in response to stimuli in the
environment.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 4
How do scientists study animals?
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!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
NOTE: Some animal images are provided on the
unit CD.
!!!!!!!!!!!! Preparation
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Behavior – The way an animal acts; what an animal does; an animal’s
pattern of activities.
Observation – The information (data) obtained by watching carefully
and trying to notice as much as possible.
Observe – To watch carefully; to look at closely and try to notice as
much as possible.
Structure – A body part with a particular function; the parts of an
animal that give it its shape and movement. !!!!!!!!!!!! For each student ! Engineer’s Journal Part 4
(If students will be observing multiple animals, they may need extra
copies of the data tables on pages 4-2 and 4-3.)
For the class ! Live animals (aquatic frogs, fiddler crabs, millipedes, crickets,
guppies, hamsters, goldfish, etc.)
OR
! Multimedia resources (books, videos, or previewed websites) that
provide information about animals’ structures and behaviors (some
animal photos provided on unit CD)
OR
! A combination of live animals and multimedia resources
!!!!!!!!!!!! ! If you will be studying live animals but have not yet set them up in your
classroom, you should do so before beginning this lesson (or work with
students to do so).
Lesson 4 How do scientists study animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
4-3
!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
NOTE: To explain the term
structure, you might ask students, “If I listed: eye,
ear, leg, knee, elbow, arm, nose, what would you say
all those things are examples of? Body parts! A science word for an animal body part is ‘structure.’ So
eyes, ears, legs, knees, elbows, arms, and noses are all examples of structures.”
NOTE: When you review
the behavior data table, you may need to review the
“senses”: sight, hearing, touch, taste, smell.
STUDENTS’ INDEPENDENT
ACTIVITY
!!!!!!!!!!!!
PART I: Introduction (10 min)
1) Allot five minutes for students to record their ideas for today’s
exploration question: “Imagine that some scientists visit your school
to study a very important animal species – humans! If the scientists
watched you for 10 minutes during a math lesson, what could they
learn about you? What would they notice about you?”
2) Ask a few students to share their responses. Help students notice that
they are discussing both what they look like and how they act. When
scientists want to learn about an animal, they must pay careful
attention to both of these aspects of the animal. When they study
what an animal looks like, they focus on its body parts and what
those body parts do (walk, smell, hear, etc.). They call body parts
structures. When scientists study how an animal acts, they focus on
what it does and what triggers what it does. They call actions
behavior.
PART II: Explanation of Animal Observations (10 min)
3) Explain that today, students will be studying the structures and
behaviors of real animals.
a. Review the definition of animal structure. b. Review the definition of animal behavior.
4) Explain that students will document today’s studies of animal
structure and behavior in their journals. The journals have data tables
that will help them organize all of their observations.
5) Display a transparency or poster version of the structure data table.
Ask students to follow along on page 4-2. Review the questions in the
title row of the structure data table. Explain that these questions tell
students what kind of information to record in each column. Then
review the sample data table entry.
6) Display a transparency or poster version of the behavior data table.
Ask students to follow along on page 4-3. Review the questions in
the title row of the behavior data table. Explain that, again, these
questions tell students what kind of information to record in each
column. Then review the sample data table entry.
PART III: Observing and Recording Animal Structures and Behaviors
(30 min)
7) Allot 30 minutes for students to observe animals (or study them with
multimedia resources) and record their observations in the data tables.
8) You may also want to allow small bits of time throughout the day for
Lesson 4 How do scientists study animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
4-4
NOTE: If all students will be observing the same live
animal, you may need to assign students different
observation times throughout the day.
MAKING SENSE OF THE ACTIVITY
students to observe animal behavior, so that their data table entries
are spread throughout several hours rather than following one right
after another.
PART IV: Wrap-Up Discussion (10 min)
9) Gather students together. Ask a few students to share something they
learned from observing the animals’ structure and behavior that might
help them with the rainforest movie challenge.
Lesson 4 How do scientists study animals?
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Science through LEGO Engineering Design an Animal Model - July 2008
5-1
Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
One 60-minute session
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The primary goal of this lesson is for students to study carefully the
locomotion structure of one animal and consider how structure impacts
function. This kind of thinking will be enabled as students use LEGO
pieces to create a model of a locomotive structure (a body part used for
movement). Each student pair will choose one specific animal (from
among those that the class has been studying), determine a structure that
helps that animal move, study that structure, and build a model of it using
LEGO materials.
! Exploration question – comparing animals’ leg structures
! In-depth study of a structure used for movement
! Structure model planning
! Structure model building
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Observe and model animal body structures.
• Explain how structures determine animal functions.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 5
Why do animals look the way they do?
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5-2
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials !!!!!!!!!!!! Preparation
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Function – The specific job or purpose of something. Joint – A place where two bones meet; a place where a body structure is
able to bend. Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation.
Structure – A body part with a particular function; the parts of an animal
that give it its shape and movement.
!!!!!!!!!!!! For each student ! Engineer’s Journal Part 5
For each student pair ! LEGO NXT kit
! Access to live animals or detailed photos and diagrams of animals
For the class ! Sample animal “structure study” page
! Sample animal structure model (instructions below)
!!!!!!!!!!!! ! Prepare a sample of page 5-2, the “structure study” page, to display as a
poster-size chart or on the overhead projector.
! Build a sample animal structure model. The instructions below explain
how to build a dragonfly structural model. This model is deliberately
poor, and it is intended to help students point out weaknesses of
models.
A.) This is the animal whose movement structure you are modeling:
http://en.wikipedia.org/wiki/Image:Platetrum_depressum_1_Luc_Viatour.JPG
Lesson 5 Why do animals look the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
5-3
Preparation, continued
B.) You will model only the dragonfly’s back wings, and you will
attempt to model the way they are connected to the body. (Remember,
this is a deliberately poor model.)
Lesson 5 Why do animals look the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
5-4
Preparation, Cont’d. !!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
Some similarities are that
both human and duck legs
can bend at the knee and
ankle joints, both are used
for walking upright, both
come in a pair, and both
have limited range of
motion (they cannot rotate
180 degrees in every
direction). Some differences
are that duck legs have
webbed feet attached to
them, duck legs are
optimized for swimming,
and duck legs are shorter
relative to a duck’s total
body size.
C.) Your finished model should look like this:
!!!!!!!!!!!!
PART I: Introduction (10 min)
1) Allot five minutes for students to record their ideas for today’s
exploration question: “What things are the same about human and
duck leg structures? What things are different about human and duck
leg structures?”
2) Ask a few students share their responses.
3) In conclusion, point out that although human legs and duck legs are
different, both structures are used to help animals move. Every
species of animal has structures for movement.
4) Explain that today, students will build models of structures used for
movement. Each student pair will choose one specific animal (from
among those that the class has been studying), determine a structure
that helps that animal move, study that structure, and build a model of
it using LEGO materials.
5) If necessary, review the definitions of structure and model.
PART II: Demonstration of Structure Study and Modeling (10 min)
6) Direct students to turn to page 5-2 in their journals as you display a
large (poster or overhead transparency) version of this page.
7) Read Today’s Engineering Challenge: “Make a movable LEGO
Lesson 5 Why do animals look the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
5-5
ACTIVITY EXPLANATION
STUDENTS’ INDEPENDENT
ACTIVITY
model of a body structure that helps with an animal’s movement.”
8) Explain that to begin this challenge, students must complete an
animal structure study, and the steps on page 5-2 will help them do
this study. Students should use their animal structure data tables from
Lesson 4 to identify a structure used for movement.
9) Demonstrate how to complete page 5-2. In our example, shown
below, we have used a dragonfly.
Choose an animal to model: Dragonfly
Structure that helps the animal move: Back wings
(A) Connection to rest of body: Top inside corner of each wing is attached to a point on the back of the body
(B) Joints: Wings themselves cannot bend, but there is a joint where each wing attaches to the body so that it can flap up and down
(C) Shape: Wings are like very long uppercase D’s turned sideways, or like long oval snowshoes with one pointy end
Sketch:
10) After demonstrating how to conduct the structure study, explain that
students’ next step is to plan how they will model the structure with
LEGO materials. Review the planning steps on page 5-3.
11) Finally, explain that the students’ last task is to build the LEGO
structure model. Display your sample structure model (building
instructions for dragonfly model are provided in the Preparation
section above). Show students how your model’s wings move (they
move back and forth horizontally, rather than up and down
vertically). Ask students if these model wings do a good job of
showing how a real dragonfly’s wings move. Help students see that
they are NOT good at showing the movement, and students should
work to build models that are better at showing the movement of an
animal structure.
PART III: Studying and Modeling Animal Structures (40 min)
12) Allot 40 minutes for students to complete their structure study, plan
their LEGO model, and build a first version of their LEGO model.
Lesson 5 Why do animals look the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
5-6
13) Reassure students that they will have time during the next lesson to
improve their LEGO models.
14) Make resources available that will help students study their chosen
structures in detail. These resources might include live animals,
books, websites, or videos.
Some Animal Image Resources (More are included on unit CD.)
Lesson 5 Why do animals look the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
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Lesson 5 Why do animals look the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
6-1
Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
One 60-minute session
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The primary goal of this lesson is for students to evaluate and revise their
structural models and reflect on the modeling process. Student pairs will
trade models with another pair and evaluate (or “judge”) each other’s
model. They will use that feedback to make improvements to their
models. The lesson will conclude with a discussion on the strengths and
weaknesses of LEGO structure models. Students will consider whether
they are useful tools for teaching others about real animals.
! Exploration question – teddy bear as animal model
! Evaluation (“judging”) of structure models, using rubric
! Improvement of structure models
! Final self-evaluation of structure models, using rubric
! Reflection on strengths and weaknesses of LEGO structure models
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Explain how structures determine animal functions.
• Identify adaptations that help animals survive in their
environment.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 6
What makes a good model of an animal’s structure?
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Science through LEGO Engineering Design an Animal Model - July 2008
6-2
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials !!!!!!!!!!!! Preparation
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Function – The specific job or purpose of something, Joint – A place where two bones meet; a place where a body structure is
able to bend. Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation.
Rubric – A checklist of goals and point values, used to evaluate or judge
how well something has been done.
Structure – A body part with a particular function; the parts of an animal
that give it its shape and movement.
!!!!!!!!!!!! For each student ! Engineer’s Journal Part 6
For each student pair ! LEGO NXT kit
! Access to live animals or detailed photos and diagrams of animals
For the class ! Sample structure model rubric
!!!!!!!!!!!! ! Prepare a display version (poster or overhead transparency) of page 6-2,
the rubric for judging animal structure models.
! Make sure you have your sample structure model from Lesson 5.
Lesson 6 What makes a good model of an animal’s structure?
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Science through LEGO Engineering Design an Animal Model - July 2008
6-3
!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
!!!!!!!!!!!!
PART I: Introduction (10 min)
1) Allot five minutes for students to record their ideas for today’s
exploration questions: “ (1) Could you use a toy bear to teach
someone how a real bear moves? Why or why not? (2) Is the toy bear
a good model of a real bear’s structures? Why or why not?”
2) Ask a few students to share their responses.
3) Explain that, in this lesson, students will learn more about what
makes a good model of an animal’s structure. They will do so by
using a rubric to evaluate (or “judge”) each other’s models, and then
use their classmates’ feedback to improve their models.
4) If necessary, review the definitions of structure and model.
PART II: Demonstration of Structural Model “Judging” (10 min)
5) Direct students to turn to page 6-2 in their journals as you display a
large (poster or overhead transparency) version of this page.
6) Review the four steps listed at the top of page 6-2. First, students will
evaluate (“judge”) each other’s models. Then, each pair will read the
ratings given to their model by another pair. Third, each pair will
improve their model. Finally, each pair will self-evaluate their
improved model.
7) Point out that pairs need to swap both models AND journals. They
should record their ratings of the other pairs’ models in the other
pairs’ journals.
8) With students’ input, use the rubric to evaluate your sample structural
model from Lesson 5. Explain how you are deciding to circle ‘yes’ or
‘no’ for each row. Write an explanation for each ‘no’ answer. For the
dragonfly model, the rubric would look like this:
Lesson 6 What makes a good model of an animal’s structure?
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Science through LEGO Engineering Design an Animal Model - July 2008
6-4
STUDENTS’ INDEPENDENT
ACTIVITY
MAKING SENSE OF THE ACTIVITY
PART III: Studying and Modeling Animal Structures (25 min)
9) Help student pairs determine with which other pair they will swap
models. (In other words, form groups of 4 students each.)
10) Make sure that each student pair can find a photo, diagram, or live
version of the animal whose model they are evaluating.
11) Allot 25 minutes for students to evaluate each other’s models,
improve their models, and complete final self-evaluations.
PART IV: Wrap-Up Discussion with Plus/Minus Chart (15 min)
12) Gather students for some reflection about their structural models. Ask
them to consider: “If you were teaching someone else about how your
animal moves, how could you use your model in your teaching?”
13) To organize the students’ ideas, create another plus/minus chart.
Under the plus sign, record ideas about the advantages of the LEGO
models for explaining animals structure and movement. Under the
minus sign, record ideas about the disadvantages of the LEGO
models for explaining structure and movement (i.e., what cannot be
explained with the LEGO models?).
14) Conclude by asking students to share any new ideas about the
lesson’s main question: “What makes for a good structural model of
an animal?”
Lesson 6 What makes a good model of an animal’s structure?
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Science through LEGO Engineering Design an Animal Model - July 2008
7-1
Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
One 60-minute session
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The primary goal of this lesson is for students to become familiar with
describing animal actions in terms of sense-and-response behavior (also
called stimulus-response behavior). Students will observe robotic model
animals, which have been pre-programmed by you, and deduce the
“rules” that govern their behavior. Then, they will write a sense-and-
response behavior rule that models the behavior of one carefully studied
animal from earlier lessons.
! Exploration question – human behavior
! Observation of robotic animal behavior models
! Deduction of rules followed by robotic models
! Writing behavior rules to model previously studied animals
! Translating behavior rules into LEGO NXT computer programs
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Identify animal behaviors that are in response to stimuli in the
environment.
• Explain how behaviors help animals survive in their habitats.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 7 Why do animals act the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
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!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Action – What an animal does.
Behavior – The way an animal acts; what an animal does; an animal’s
pattern of activities.
Computer program – A set of instructions that tell a computer what to
do, usually written in a symbol language or a shortened version of the
English language.
Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation.
Response – Action that an animal takes after sensing something (a
stimulus).
Robot – A machine that uses a computer and electronic devices to
perform tasks automatically, without human control. Robotic – Using a computer and electronic devices to perform tasks
automatically, without human control.
Sense – To take information in from the surroundings.
Sense structure – A body part that takes information in from the
surroundings.
Sensor – An electronic device that takes in information from the
surroundings and converts it to an electrical signal.
Stimulus – Something that is sensed; information from the surroundings;
something that can cause an action.
!!!!!!!!!!!! For each student ! Engineer’s Journal Part 7
For each student pair ! One set of 12 behavior model cards (cards provided with kit, but
additional copy masters provided at end of lesson plan)
For the class ! Four pre-built NXT cars, each pre-programmed with a different
sense-and-response behavioral rule
! Bright white paper (to activate light sensor)
! Flashlight (to activate light sensor)
Lesson 7 Why do animals act the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
7-3
!!!!!!!!!!!! Preparation !!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
!!!!!!!!!!!! ! Start a “sense structure” chart, as shown below
! Start a “behavior rule” chart, as shown below.
! Find the behavior model cards provided with the unit kit. Each student
pair needs one set of 12 cards.
! Decide which area of the classroom you will use as your robot
observation area. Place the behavior rule chart in that area.
! Build four two-motor NXT cars (see building instructions at end of
lesson plan).
! Add four sensors to each car: touch sensor wired to #1, sound sensor to
#2, light sensor to #3, distance/nearness (ultrasonic) sensor to #4.
! Download a different NXT-G animal behavior program onto each car
(light program on one car, sound program on another car, etc.).
Programs are included on the unit CD.
! Tape a different colored (red, yellow, blue, green) piece of paper to
each NXT car.
! Make sure each NXT car has a charged battery (or fresh AA batteries).
!!!!!!!!!!!!
PART I: Introduction (10 min)
1) Before students answer the exploration questions, take a moment to
review the five human senses. Explain that today you will be thinking
about how animals act, and animals’ actions are often triggered by
the use of their senses. To warm up for this kind of thinking, you
need to review the five senses used by humans (which are also used
by animals). To review the senses, ask students to help you complete
the chart shown below. You will add a third column to this chart in
the next lesson, when you review robotic sensing.
Sense Structure Chart
2) Read through the examples of human senses and actions at the top of
page 7-1. Then, allot five minutes for students to answer the
exploration questions about their own human senses and actions.
Lesson 7 Why do animals act the way they do?
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You are now shifting from
thinking about human
behavior to thinking about
the behavior of the animals
you have been studying.
A computer program is a
set of instructions for a
computer. For LEGO
computers, the programs are
written in a picture
language, similar to
hieroglyphics or symbols.
NOTE: The four behaviors are: (1) Make a noise and
move toward bright light/bright white. (2) Back
quickly away from other animals. (3) Spin around
after hearing loud sounds. (4) Stop for 5 seconds after
being touched.
3) Ask a few students to share their responses, and clarify any confusion
between what senses are and what actions are.
PART II: Matching Robotic Behavior Models with Real Animals and
Computer Programs (20 min)
4) Explain that, in this lesson, students will apply their behavior data
from Lesson 4 to create models of animal behavior. However, before
they begin working on their own models, they will observe four
models that you have already made.
5) Place the pre-programmed NXT cars in the designated “observation
area.”
6) Explain that these LEGO cars are robotic animals with computer programs that tell them to behave according to simple rules.
7) Explain that the students’ task is to observe the animal models closely
(but not to touch them) and guess the rule that controls each model’s
behavior. Afterward, students will match each robotic model with (1)
the real animal that it is modeling, and (2) its computer program.
8) Point out the chart where you will record what students notice about
the robotic models’ behavior rules.
Behavior Rule Chart
9) Activate one robotic model at a time. After about 30 seconds, stop the
model and ask the students to share their guesses for its rule. Record
their ideas in the columns for that model.
10) After observing all four animals, introduce the words stimulus and
response. Stimulus is the science word for what is sensed, and
response is the science word for action. As the robots sense and then
act, they are modeling stimulus-response behavior. 11) Students will now practice their understanding of stimulus-response
behavior by matching the robotic stimulus-response models with real-
life animal behavior and computer programs.
Lesson 7 Why do animals act the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
7-5
NOTE: You might conclude this portion of the lesson by
providing (or having students provide) some
examples of stimuli (things that are sensed) and
responses (actions) of common animals, which
could be modeled with robots and computer
programs. For example, fish respond to the stimulus of food by swimming. Cats respond to the stimulus of
petting by purring. Penguins respond to the
stimulus of cold air by huddling.
ACTIVITY
EXPLANATION
STUDENTS’ INDEPENDENT
ACTIVITY
12) Distribute a set of 12 behavior model cards to each student pair.
Explain the sorting task: students should make four groups with three
cards each, and each group should have (1) a robotic model, (2) the
real animal whose behavior it is modeling, and (3) the computer
program that controls the robotic model.
13) Allot 5 minutes for students to make their groups. Then review the
correct groups, which are shown below.
PART III: Explanation of Behavior Modeling Task (10 min)
14) Direct students to turn to journal page 7-3 on “Writing Animal
Behavior Rules.” Explain that now they will test their understanding
by creating their own animal behavior models, just as they created
their own animal structure models.
15) Explain that each pair will write a rule as a normal English sentence,
and then they translate it into a pictorial computer program that can
be tested on the NXT animals.
16) Review the rule-making instructions on pages 7-3 to 7-5. You might
use an overhead transparency, chart paper, or the board to model how
a completed page should look. Point out that the LEGO cars have a limited number of sensors and actions, so students must choose from the stimuli of hearing, light, nearness, and touch, and they must choose a response that is a noise or movement.
17) Refer students to the animal behavior charts they created during their
animal study in Lesson 4.
PART IV: Behavior Model Creation (20 min)
18) Allot 20 minutes for students to work with their partners on rule-
writing and program-creation.
[Behavior model cards and NXT car building instructions are included on
the next pages.]
Lesson 7 Why do animals act the way they do?
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Science through LEGO Engineering Design an Animal Model - July 2008
7-6
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Science through LEGO Engineering Design an Animal Model - July 2008
7-7
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Science through LEGO Engineering Design an Animal Model - July 2008
7-8
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
NXT Two-Motor Car Building Instructions
(This photo does not show the wiring of the car. See Step #6 for wiring instructions.)
These are instructions for a simple two-motor car that can be built
with pieces from the NXT kit in fewer than 10 minutes.
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Building Instructions: Full Car Model
© 2008 LEGOengineering.com & Tufts University Center for Engineering Educational Outreach
53
Step# 1
Side Views
Attach a double black connector peg and a single black connector peg to both sides of the NXT. Connect the double peg vertically in the top most holes. The single peg should be connected in the middle horizontal hole. Your NXT should look like the below picture before moving on to the next step.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Building Instructions: Full Car Model
© 2008 LEGOengineering.com & Tufts University Center for Engineering Educational Outreach
54
Step# 2
Side View Top View Attach the motors (one per side) to the NXT using the double black connector pegs and the short black connector pegs attached to the NXT. The red dots in the side view identify which holes on the motor attach to the pegs. Your NXT should look like the below picture before moving on to the next step. Note: The top connection of the double black connector peg is not connected to anything.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Building Instructions: Full Car Model
© 2008 LEGOengineering.com & Tufts University Center for Engineering Educational Outreach
55
Step# 3
Take an 11-holed rounded beam and attach two short black connector pegs to the outside holes as seen in the red square. Connect the pegs to the back of each motor (as identified by the red dots) to further support the motors to the NXT. Your NXT should look like the below picture before moving on to the next step.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Building Instructions: Full Car Model
© 2008 LEGOengineering.com & Tufts University Center for Engineering Educational Outreach
56
Step# 4
Assemble 2 rear wheel assemblies using a 6 stud axle, a wheel, and a hub. Attach one to each motor as seen below.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Step #5 Front Wheel
(A) Take a small L-
beam and insert two
black connector pegs
in the short side.
Insert a red 2-stud
axle in the last hole
of the L-beam.
(B) Attach a gray
perpendicular axle
joiner to the axle and
insert a tan or blue
axle-peg into the
remaining hole of
the perpendicular
axle joiner.
(C) Now slide the
thin wheel onto the
other side of the
axle-peg and insert
the two black pegs
into the bottom of
the NXT, as shown
below.
Car with front wheel
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Step #6 Wiring
Motors – Find a short wire and insert one end into a motor and the
other end into port B. Find another wire and insert one end into a
motor and the other end into port C.
Sensors - When wiring NXT sensors, use the numbered ports.
Each sensor type has a default port:
Port 1 - Touch Sensor
Port 2 – Sound Sensor
Port 3 – Light Sensor
Port 4 – Distance/Nearness Sensor
A
B
C
1
2
3
4
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
The next four pages demonstrate how to add each of the
four sensors. When you have added and wired all the
sensors, you car should look like the one pictured
below.
Step #7 Adding the Sensors
(4) Distance
(2) Sound
(3) Light
(1) Touch
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Parts List
- 1 Short Connector Peg
- Touch Sensor
Insert a short
connector peg
into the hole
closet to the
NXT’s USB port.
Slide the sensor
onto this peg.
Then, wire the
sensor to port #1.
Step #7A Adding the Touch Sensor
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Step #7B Adding the Sound Sensor
Parts List
- Two Short
Connector Pegs
- Sound Sensor
Insert two
connector pegs into
the top two holes
on the left motor.
Slide the sound
sensor onto these
pegs, with the
microphone
pointing away from
the wheel. Then,
wire the sensor to
port #2.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Step #7C Adding the Light Sensor
Parts List
- One Long
Connector Peg
- Light Sensor
Insert one long
connector peg into
the hole closest to
Port A on the NXT.
Slide the light
sensor onto this
peg. Then, wire the
sensor to port #3.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Parts List
- 6 Short Connector Pegs
- 5x4 Angled Beam
- 7-Hole Rounded Beam
- Distance (“Eyes”) Sensor
Step #7D Adding the Distance Sensor
(1) Use two connector pegs
to attach an angled beam to
a 7-hole rounded beam.
Use two more pegs to
attach the distance sensor
to the angled beam:
(2) Insert two more
connector pegs into
the top two holes on
the right motor. Slide
the 7-hole beam onto
these pegs. Then, wire
the sensor to port #4.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
8-1
Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
One 60-minute session
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The primary goal of this lesson is for students to test and evaluate their
behavioral models and reflect on the modeling process. They will test
their models on NXT cars that you have pre-programmed with the
programs written by students in Lesson 7. Each pair will share its model
with one other pair. At the end of the lesson, students will compare their
behavior models to real animal behavior.
! Exploration question – penguin behavior
! Review of robotic behavior models: robotic sensors
! Testing, sharing, and evaluating behavior models
! Reflecting on strengths and weaknesses of LEGO robotic models of
animal behavior
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Identify animal behaviors that are in response to stimuli in the
environment.
• Explain how behaviors help animals survive in their habitats.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 8
What makes a good model of an animal’s behavior?
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Science through LEGO Engineering Design an Animal Model - July 2008
8-2
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Action – What an animal does.
Behavior – The way an animal acts; what an animal does; an animal’s
pattern of activities.
Computer program – a set of instructions that tell a computer what to
do, usually written in a symbol language or a shortened version of the
English language.
Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation.
Response – Action that an animal takes after sensing something (a
stimulus).
Robot – A machine that uses a computer and electronic devices to
perform tasks automatically, without human control. Robotic – Using a computer and electronic devices to perform tasks
automatically, without human control.
Sense – To take information in from the surroundings.
Sense structure – A body part that takes information in from the
surroundings.
Sensor – An electronic device that takes in information from the
surroundings and converts it to an electrical signal.
Stimulus – Something that is sensed; information from the surroundings;
something that can cause an action.
!!!!!!!!!!!! For each student ! Engineer’s Journal Part 8
For each student pair ! LEGO NXT car pre-programmed with the program written in Lesson
7 (see programming instructions below)
For the class ! Bright white paper (to activate light sensor)
! Flashlight (to activate light sensor)
! Large print-outs of NXT sensor photos (copy masters provided at end
of lesson plan)
! “Running an NXT Program” poster
Lesson 8 What makes a good model of an animal’s behavior?
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Science through LEGO Engineering Design an Animal Model - July 2008
8-3
!!!!!!!!!!!! Preparation NOTE: Each NXT can store
multiple programs, so you may have several pairs of students share each NXT
car. If you do so, fewer NXT cars would need to be built.
!!!!!!! ! Determine how you will form groups of four students (two pairs) each.
! Build enough additional LEGO NXT cars so that there is one for each
student pair. (You might ask student volunteers to work on these cars
during free time.)
! Convert each pair’s written program (journal page 7-5) into an actual
NXT-G program, and download the program onto a LEGO NXT car
marked with those students’ names.
Instructions for Writing NXT-G Programs from Students’ Journals:
1. Open NXT-G, open a new program, and click on the small green circle near the
bottom left of the screen so that the “Common Palette” is showing.
2. To begin, drag a loop onto the NXT-G screen.
(A) Click and drag: " (B) Will appear as:
3. Drag four icons into that loop:
The MOVE icon, adjusted to move B and C forward at power level 20, for unlimited time.
Makes the car creep slowly while it waits to sense something. "
A WAIT icon, specified for the sensor circled by students (light, sound, nearness, or touch).
Tells NXT to go on to the response specified by icon #3. " (light)
A MOVE or SOUND icon, adjusted for the response circled by students (forward, backward, spin, sound, etc.) for unlimited time.
Specifies the response behavior.
" OR
"
A WAIT-FOR-TIME icon, adjusted for the time written by the students. Specifies the duration of the response behavior.
"
Below is a sample program, for a student who selected the light sensor, moving forward
fast, for 2 seconds.
Lesson 8 What makes a good model of an animal’s behavior?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
8-4
!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
!!!!!!!!!!!!
PART I: Introduction (10 min)
1) Today’s exploration questions will remind students how they have
been thinking about animal behavior: in terms of stimulus and
response, or sensing and acting. Allot five minutes for students to
record their ideas about penguins’ huddling behavior.
2) Ask a few students to share their responses, and clarify any confusion
between the stimulus and response aspects of animal behavior.
3) Explain that before students continue work on their animal behavior
models, you will review some important parts of those models. Direct
students’ attention to the “sense structure” chart from Lesson 7. Add
a third column to the chart, and title it “Matching LEGO Robot
Sensors.” Ask students to help you fill in the names and photos of
the LEGO robot sensors that correspond to each sense. Your
completed chart should look like this:
PART II: Explanation of Behavior Model Testing (10 min)
4) Direct students to turn to journal pages 7-4 and 7-5 to remind
themselves of the behavior models they created in Lesson 7. Ask a
Lesson 8 What makes a good model of an animal’s behavior?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
8-5
STUDENTS’ INDEPENDENT
ACTIVITY
few students to share their stimulus-response sentences and explain
the real animal behavior they were attempting to model.
5) Explain that in a few minutes, students will test and share LEGO
robots that you have programmed with the behavior rules written by
students. Students will carry out this exercise in groups of four – two
pairs to a group. Students will complete three steps:
a. Test their own robotic model and fill out the top of page 8-2.
b. After testing their own robotic models, take turns sharing their
model with one other pair. Guess the rule followed by the
other pair’s model and fill out the bottom of page 8-2.
c. Finally, on page 8-3, write about how well their model
worked and what they would change for next time.
6) Demonstrate how to test and share a robotic model. Use a
transparency, chart paper, or board version of pages 8-2 and 8-3 to
demonstrate how to record the results of testing and sharing.
7) Remind students to test each of their three programs individually.
Point out the “Running an NXT Program” poster that will remind
them how to test their programs.
PART III: Testing, Sharing, Evaluating Behavior Models (20 min)
8) Arrange students into groups of four (two pairs each).
9) Distribute the appropriate robotic model to each pair.
10) Allot 20 minutes for students to test their own models, share their
model with another pair, and fill out evaluation page 8-3.
Lesson 8 What makes a good model of an animal’s behavior?
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Science through LEGO Engineering Design an Animal Model - July 2008
8-6
MAKING SENSE OF THE ACTIVITY
PART IV: Wrap-Up Plus/Minus Discussion (20 min)
11) Gather students for some wrap-up reflection about the LEGO robotic
behavior models.
12) First, facilitate discussion about similarities and differences between
the model behavior and the real behavior. Ask students to use their
journals to write down one similarity and one difference between the
real animal and model animal behavior.
o On a transparency, chart paper, or the board, draw two
columns – one for similarities and one for differences. Record
some student ideas on the class chart.
13) Second, facilitate discussion about the strengths and weaknesses of
the robotic behavior models. Ask students to use their journals to
write down one plus and one minus of the robotic models. “Pluses”
concern how the NXT models would help explain real animal
behavior. “Minuses” concern what aspects of real animal behavior
with which the NXT models would not be able help.
o Draw two more columns – one for “pluses” and one for
“minuses.” Then, record some student ideas on the class chart.
Lesson 8 What makes a good model of an animal’s behavior?
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Science through LEGO Engineering Design an Animal Model - July 2008
8-7
NXT Sensor Photos
Lesson 8 What makes a good model of an animal’s behavior?
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Science through LEGO Engineering Design an Animal Model - July 2008
8-8
Lesson 8 What makes a good model of an animal’s behavior?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
9-1
Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
One 60-minute session
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
In this lesson, students return to the unit’s grand design challenge:
making models of a weird – but believable - rainforest creature for a new
adventure movie. To complete the first part of the challenge, students
will build and test a structural model of their fictional animal.
! Exploration question – rainforest plant life ! Review of design challenge requirements for structural model ! Writing and drawing proposal for rainforest movie creature
! Building structural model of proposed creature
! Testing and evaluating structural model
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Combine different materials, shapes, and structures to design and
build models of animals.
• Identify adaptations that help animals survive in their
environment.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 9
How can we invent and model new animal structures?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
9-2
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials !!!!!!!!!!!! Preparation
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation.
Rubric – A checklist of goals and point values, used to evaluate or judge
how well something has been done. Structure – A body part with a particular function; the parts of an animal
that give it its shape and movement.
Tropical rainforest – A warm, humid forest full of trees, flowering
plants, and animals, where it rains more than 100 inches per year.
!!!!!!!!!!!! For each student ! Engineer’s Journal Part 9
For each student pair ! LEGO NXT kit
For the class ! Two sheets green poster board
! Ten 2x2” white squares with LEGO connectors
! Two 12-inch lengths of bamboo pole
!!!!!!!!!!!! ! Prepare the rainforest habitat model:
o Lay out two sheets of green poster board (model forest floor).
o Place two 12-inch bamboo pole (model branch) on top.
o Cut ten 2x2-inch squares of white paper (model food). To each
piece of paper, tape this LEGO piece:
o Place this “model food” on the poster board.
Lesson 9 How can we invent and model new animal structures?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
9-3
!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
!!!!!!!!!!!!
PART I: Introduction (15 min)
1) Today’s exploration questions will re-introduce students to the
rainforest environment in which the final design challenge is set.
Allot five minutes for students to read the paragraphs about tropical
rainforests and complete the questions about plant life and animal
survival.
2) Ask a few students to share their responses to the second question,
“What parts of the rainforest would help animals survive?” Explain
that they must continue to think about the special features of the
rainforest as they invent animals that are well-matched to live there.
3) Explain that, in this lesson, students will begin work on the unit’s
grand design challenge. Remind students that the movie director
requested two models of each rainforest movie creature – one
structure model made out of LEGO pieces, and one behavior model
made with a robot. Students will complete the structure model in this
lesson.
4) Review the summary and requirements for the structure model
portion of the grand design challenge. These are printed on journal
page 9-2. As you review the requirements, show students the model
branch (bamboo pole), which used to test balancing, and the model
food (white paper with LEGO pieces), which is used to test eating.
Lesson 9 How can we invent and model new animal structures?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
9-4
STUDENTS’ INDEPENDENT
ACTIVITY
MAKING SENSE OF THE ACTIVITY
5) After reviewing the design requirements, review the steps for
completing the structure model challenge (pages 9-3 to 9-5):
(STEP 1) With your partner, discuss your ideas for your movie
creature, and use writing and drawing to plan three structures that
would help it survive in the rainforest.
(STEP 2) With your partner, build a LEGO model of these structures.
(STEP 3) Test that your model meets the requirements, and make
changes if necessary.
(STEP 4) Do a final judging of your model.
PART II: Making Plans for Rainforest Movie Creatures (15 min)
6) As needed, refer students to appropriate resources for their structure
planning and modeling. These include: (1) books about animals, (2)
photos that show animal structures, (3) photos and text about the
rainforest, (4) structure data tables from Lesson 4, which may help
students think about the kinds of structures their new animals need.
7) After 15 minutes of planning, encourage students to move on to
building and testing.
PART III: Building, Testing, and Evaluating Structure Models (30 min)
8) When 15 minutes remain in the class session, encourage students to
test the structures that they have constructed so far.
9) You might consider taking a photo of each structure model, since the
models will be disassembled after the end of the unit. Photos also
might be useful for the “movie pitch” posters the students will create
in the last lesson.
Lesson 9 How can we invent and model new animal structures?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
10-1
Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
Two 30-minute sessions
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
In this lesson, students continue with the unit’s grand design challenge:
making models of a weird – but believable - rainforest creature for a new
adventure movie. To complete the second part of the challenge, students
will create a behavior model of their fictional animal, using a LEGO
robot.
SESSION A (30 min) ! Exploration question – robotic models ! Review of design challenge requirements for behavior model ! Writing behavior rules for rainforest creature
- BREAK – Convert rules into NXT-G programs
SESSION B (30 min) ! Testing and judging programmed robots
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Combine different materials, shapes, and structures to design and
build models of animals.
• Explain how behaviors help animals survive in their habitats.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 10
How can we invent and model new animal behaviors?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
10-2
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Behavior – The way an animal acts; what an animal does; an animal’s
pattern of activities.
Computer program – A set of instructions that tell a computer what to
do, usually written in a symbol language or a shortened version of the
English language.
Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation.
Response – Action that an animal takes after sensing something (a
stimulus). Robot – A machine that uses a computer and electronic devices to
perform tasks automatically, without human control. Robotic – Using a computer and electronic devices to perform tasks
automatically, without human control.
Rubric – A checklist of goals and point values, used to evaluate or judge
how well something has been done.
Stimulus – Something that is sensed; information from the surroundings;
something that can cause an action.
Tropical rainforest – A warm, humid forest full of trees, flowering
plants, and animals, where it rains more than 100 inches per year. !!!!!!!!!!!! For each student ! Engineer’s Journal Part 10
For each student pair ! LEGO NXT kit
For the class ! Rainforest predator model (programmed NXT car)
! Rainforest baby animal model (programmed NXT)
! Green poster board
! Model “food” from Lesson 9 (small squares of white paper)
! “Running an NXT Program” poster
Lesson 10 How can we invent and model new animal behaviors?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
10-3
!!!!!!!!!!!! Preparation NOTE: Each NXT car can
store multiple programs, so
you may have several pairs
of students share each NXT
car.
!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
!!!!!!!!!!!! ! Prepare the rainforest predator model:
o Build another NXT two-motor car.
o Download the <predator.rbt> NXT-G program onto the
NXT (program provided on the unit CD).
o Label the NXT with the word “Crocodile,” or tape an
image of a crocodile to the NXT.
! Prepare the rainforest baby animal model: o Find an extra NXT (just the NXT itself, not a car).
o Download the <babies.rbt> NXT-G program onto the
NXT (program provided on the unit CD).
o Label the NXT with the word “Babies.”
! Prepare the model rainforest “set,” where the behavior model tests will
take place:
o Lay out two pieces of green poster board next to each
other.
o Place ten small squares of white paper (or model food
from Lesson 9) on the poster board.
o Place the “Crocodile” NXT in one corner of the board
area.
o Place the “Babies” NXT in another corner of the board
area.
! Decide how you will handle the computer programming aspect of this
lesson. Option A is for you to convert students’ paper programs into
computer form and download them onto NXT cars for the students.
Option B is for student pairs to meet with you one at a time to convert
their programs and program their NXT cars.
! Display the “Running an NXT Program” poster to remind students how
to test their programs.
!!!!!!!!!!!!
SESSION A, PART I: Introduction (15 min)
1) Today’s exploration questions will re-introduce students to the use of
robots as models of real-life behavior. Allot five minutes for students
to propose real-life behaviors (either human or animal) that could be
represented by the LEGO robots shown in the photos.
2) Ask a few students to share their responses. Explain that because
students will use LEGO robots for their rainforest behavior models,
they will need to use their creativity to invent LEGO robot maneuvers
that can represent or stand in for the real behavior of rainforest
animals.
3) Explain that, in this lesson, students will complete the behavior
model of their rainforest movie creature.
4) Review the summary and requirements for the behavior model
Lesson 10 How can we invent and model new animal behaviors?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
10-4
portion of the grand design challenge. These are printed on journal
page 10-2.
5) Demonstrate the behavior of the model crocodile (lunges forward
when anything comes within 6 inches of its nearness sensor) and the
model baby animal (makes chirping noises every 4 seconds). Remind
students what the model food looks like (white squares).
6) After reviewing the design requirements, review the steps for
completing the behavior model challenge (pages 10-3 to 10-6):
(STEP 1) With your partner, discuss your ideas for your creature’s
behaviors, and use the guides in your journal to write three rules:
one to “avoid the predator,” one to “find food,” and one to “take
care of babies.” Circle the computer program icons that match
your rules.
(STEP 2) With the help of your teacher, put the programs on a
computer and then download them to an NXT car.
(STEP 3) Test that your programmed model meets the requirements,
and make changes if necessary.
(STEP 4) Do a final judging of your programmed model.
Lesson 10 How can we invent and model new animal behaviors?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
10-5
STUDENTS’ INDEPENDENT
ACTIVITY
SESSION A, PART II: Writing Behavior Rules (15 min)
7) If necessary, walk students through one of the guides for writing a
behavior rule (page 10-3, 10-4, or 10-5). A sample is shown below:
8) As needed, refer students to appropriate resources for their behavior
modeling. These include: (1) journal pages from Lesson 7, which
provide more detail about the procedure for writing a behavior rule,
(2) behavior data tables from Lesson 4, which may help students
think about the kinds of behaviors their new animals need.
9) Allot 15 minutes or so for rule-writing. When students have written
their rules and selected the matching computer program icons, the
first session of this lesson has concluded.
Lesson 10 How can we invent and model new animal behaviors?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
10-6
MAKING SENSE OF THE ACTIVITY
10) At this point, either (A) collect students’ journals so that you can convert their paper programs into NXT programs at another time, or (B) make a schedule for when pairs will meet with you to convert their programs with your help.
BREAK: Converting Rules into NXT-G Programs 11) See the Lesson 8 Preparation section for instructions on converting
paper programs into NXT computer programs. 12) Each student pair will have three separate programs to download
onto an NXT car – a program to show behavior for “avoiding the predator,” a program to show behavior for “finding food,” and a program to show behavior for “taking care of babies.”
SESSION B: Testing Programmed Behavior Models (10 min)
13) In the second session of this lesson, students need to test their
programmed NXT cars, seek your help to make any changes, and
then judge their final behavior model using the rubric on page 10-6.
14) Remind students to test each of their three programs individually.
Point out the “Running an NXT Program” poster, which will remind
them how to test their programs.
Lesson 10 How can we invent and model new animal behaviors?
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Science through LEGO Engineering Design an Animal Model - July 2008
11-1
Suggested Time !!!!!!!!!!!! Lesson Overview !!!!!!!!!!!! Learning Objectives !!!!!!!!!!!!
One 60-minute sessions
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
In this lesson, students will create posters to make one final “pitch” for
their animals’ believability – their ability to survive in the rainforest.
Then, students will review the ways they utilized the engineering design
process to complete the unit’s grand design challenge. Finally, students
will summarize their learning about animals by completing a third
column of the “already know/need to learn” chart started in Lesson 1.
! Making persuasive posters for final “pitch” of movie creature ! Display and review of posters ! Review of engineering design steps used in unit ! Completion of “already know/need to learn” chart with a final
column on “what we learned”
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
By the end of this lesson, students will be able to: • Explain how behaviors help animals survive in their habitats.
• Identify adaptations that help animals survive in their
environment.
• List and explain the steps of the engineering design process.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Lesson 11
Would our invented animals survive?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Science through LEGO Engineering Design an Animal Model - July 2008
11-2
!!!!!!!!!!!! Vocabulary
!!!!!!!!!!!! Materials !!!!!!!!!!!! Preparation
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Animal adaptation – A special trait that helps an animal survive.
Model – A simplified version of a real thing or event that is used to
describe, explain, or better understand some part of that real thing or
event. A model can be a drawing, a construction, a math equation, or a
computer simulation.
Survive – To stay alive.
Tropical rainforest – A warm, humid forest full of trees, flowering
plants, and animals, where it rains more than 100 inches per year. !!!!!!!!!!!! For each student ! Engineer’s Journal Part 11
For each student pair ! Structure model from Lesson 9
! Behavior model from Lesson 10 (NXT robot might be shared with
another pair)
! Poster paper – " sheet poster board, " sheet chart paper, large
construction paper, etc.
! Markers
For the class ! “Already know/Need to learn” class chart from Lesson 1
!!!!!!!!!!!! ! Display the class chart from Lesson 1.
! Display the “Engineering Design” Process poster.
Lesson 11 Would our invented animals survive?
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Science through LEGO Engineering Design an Animal Model - July 2008
11-3
!!!!!!!!!!!! Instructions for Teachers
GETTING STARTED
ACTIVITY EXPLANATION
STUDENTS’ INDEPENDENT
ACTIVITY
!!!!!!!!!!!!
PART I: Introduction (10 min)
1) Explain that instead of answering an exploration question, students
will begin this lesson by making one final “pitch” for why their
invented animal should be included in the rainforest adventure movie.
2) Ask students to imagine that the movie director has decided to choose
the creature that would be most believable to the movie audience. In
other words, the movie director is looking for the animal that would
best be able to survive in the rainforest. To make her choice, the
director has asked that each team create a poster that explains why its
animal would be a convincing rainforest creature for movie
audiences. Journal page 11-1 provides instructions for the poster.
3) Review the poster instructions on page 11-1.
4) If you have photos of the students’ structure models or behavior
models, you may want to provide copies of the photos for students to
include on their posters.
PART II. Creating Posters for Final Rainforest Creature “Pitch” (20 min)
5) Allot 20 minutes for poster creation.
Lesson 11 Would our invented animals survive?
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Science through LEGO Engineering Design an Animal Model - July 2008
11-4
MAKING SENSE OF THE ACTIVITY
6) Display the posters on the wall. You might allot five minutes or so
for a poster session during which students can review each other’s
work.
PART III: Review of Engineering Design Steps Used to Complete
Challenge (15 min)
7) Direct students’ attention to the Engineering Design Process poster.
Remind them that they used this process to learn about animals and
complete the unit’s grand design challenge.
8) Request students’ input in identifying which parts of the unit
corresponded to each part of the engineering design process. There
will be multiple answers for each question.
o When in the unit did you “find a problem”? o When did you “research possible solutions”? o When did you “pick a best solution”? o When did you “build a prototype”? o When did you “test a prototype”?
PART IV: Adding “What We Learned” to the “What We Already Know/
What We Need to Learn” Chart (15 min) 9) To conclude the unit, lead a discussion about what students learned
about animals as they worked through the design process and
invented their rainforest creatures (which included lots of “research”
in Lessons 2 through 8).
10) To facilitate students’ thinking, display the “What we already
know/What we need to learn” chart from Lesson 1. Add the title:
“What we learned” to the blank third column.
Lesson 11 Would our invented animals survive?
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Science through LEGO Engineering Design an Animal Model - July 2008
11-5
11) To inspire students’ ideas, remind them of the topics they studied:
What did you learn… o About animal groups? o About animal habitats? o About observing animals? o About animal structures? o About animal behaviors? o About robotic animals? o About making scientific models of animals? o About animals in the rainforest? o About animals’ needs for survival?
Lesson 11 Would our invented animals survive?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Section 2: Student Handouts for All Lessons
Name: __________________________________________
Design an Animal Model Engineer’s Journal
YOUR GRAND ENGINEERING DESIGN CHALLENGE: Design an animal that would be an unusual but believable creature for a rainforest adventure movie. Make two models of your animal – a LEGO model to show the animal’s structures (its body parts), and a robotic model to show the animal’s behaviors (how it acts).
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
1-1
Name: How can we learn about animals?
DESIGN AN ANIMAL MODEL – PART 1 TODAY’S EXPLORATION QUESTION: There are many squirrels in the Boston area. In fact, squirrels are very good at surviving in the cities of the northeastern United States. What makes squirrels so good at surviving in this area? (Use the box and lines to write and draw your ideas.)
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
1-2
RAINFOREST MOVIE CREATURE DESIGN BRIEF
IMAGINE…You have been hired as a science adviser for a movie about an adventure in the tropical rainforest. In the movie, a family goes on a vacation to the rainforest. While on vacation, they discover a weird creature that no one has ever seen before. The movie director does not know enough about animals to think of an interesting rainforest creature, so she’s asked you to invent one for her. The movie is fictional, so your rainforest creature must be imaginary. However, the movie also needs to be realistic so your creature must also be believable (made to survive in a real rainforest habitat). Your job is to convince the director to use your creature idea as a character in the movie.
GRAND DESIGN CHALLENGE…Design an animal that would be an unusual but believable creature for a rainforest adventure movie. Make two models of your animal – a LEGO model to show the animal’s structures (its body parts), and a robotic model to show the animal’s behaviors (how it acts).
What is a tropical rainforest? A tropical rainforest is a warm, humid forest where it rains at least 100 inches every year and where the temperature stays near 75° F all year round. Because they are so warm and wet and full of plants, at least half of all the earth's animal species live in tropical rainforests. In fact, new species of animals are still being discovered in the rainforests! Different animals live in each of the three rainforest layers. On the forest floor there are earthworms, insects, and elephants. Among the bushes and small trees there are jaguars, snakes, possums, woodpeckers, and more insects. Up high in the trees and vines of the canopy there are monkeys, frogs, sloths, and parrots. Rainforests also have large rivers with many kinds of fish.
Example Animal Structure Model
You must show structures for moving, eating, and protecting.
Example Animal Behavior Model
You must show behaviors for finding food, avoiding predators, and taking care of baby animals.
Rainforest Movie Scenery
The movie director will test your animal models in her rainforest model. Your models must prove that your animal could survive in a real rainforest.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
1-3
Name: How can we learn about animals?
CONNECTING DESIGN AND SCIENCE
The Grand Design Challenge:
Design a believable animal creature for a rainforest adventure movie. Make two models of your animal – a LEGO model to show the animal’s body parts, and a robotic model to show how the animal acts.
The Big Science Question:
Why do animals look and act the way they do, and how can we study and explain their looks and actions?
To plan your science learning for this unit, fill in the table below.
Things I already know that will help me with the design challenge…
Things I need to learn before I complete the design challenge…
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
1-4
Name: How can we learn about animals?
RAINFOREST MOVIE CREATURE BRAINSTORMING Your teacher will give you 10 minutes to come up with your first idea for a rainforest movie creature. Remember, your animal should be imaginary but believable (designed to survive in a real rainforest).
In the space below, make your first “pitch.” This is your first idea for the movie director. You must write 3 sentences and draw 1 sketch.
I think that the movie’s rainforest creature should be ______________________________________ Here is a sketch of what I am thinking:
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
2-1
Name: _______________________________ How can we group animals?
DESIGN A MODEL ANIMAL – PART 2
TODAY’S EXPLORATION QUESTION: Read the story about the scientist who discovers a new animal species. Then, write three steps that the scientist took to study the new species.
Example: The scientist traveled to a rainforest in Indonesia and hiked one mile up a
mountain.
1. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
2-2
One Scientist’s Rainforest Story
1) My name is Martua. I am a mammalogist, a scientist who studies mammals. In 2007, I traveled to a tropical rainforest in the mountains of Indonesia. The goal of my trip was to search for new animal species.
2) One morning in the rainforest, I went on a hike. About one mile into the hike, I saw a tree that looked like it might make a nice home for a bird. I stopped and listened very closely.
3) To my delight, I heard a squeak, and I watched the tree for any sign of movement. Surprisingly, I saw not feathers, but a flash of brown fur! Then I saw an entire furry animal! I looked at it very carefully.
4) It looked like a mouse, except that it had huge black eyes, rectangular ears, and a long pink snout. Its body was the same length as a tree leaf. I counted four legs with five claws each. Silently, I took a photo of the weird animal. I also drew a quick sketch in my notebook.
5) Next, I stood very still and watched what the animal was doing. Its thin ears were twitching, its long tail was swinging in
the air, and its pointy nose was wiggling. Its claws were wrapped tightly around a branch. I used my notebook again to write about all the actions I had just noticed.
6) Suddenly, the animal vanished! Now that I had nothing left to watch, I took some time to write about the leaves, branches, and berries of the tree where the animal had been.
7) When I returned to camp, I decided that the mystery animal must have been some sort of tiny possum. I used the internet to get a list of all the possum species in the world. No possum on the list was so small, made such high squeaks, or had such flexible claws as the animal I’d seen in
the rainforest.
This meant that no scientist had ever before seen my possum. I became very excited. I yelled to everyone, “I discovered a new possum species!”
PHOTO CREDIT: National Geographic. (2007).
http://news.nationalgeographic.com/news/2007/12/photogalleries/giantrat-pictures/photo2.html
This story is a fictional adaptation of the Associated Press article “Giant Rat, Tiny Possum Discovered in Indonesian Jungle,”
December 17, 2007. URL: http://news.nationalgeographic.com/news/2007/12/071217-AP-indonesia-g.html.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
2-3
ANIMAL CHARACTERISTICS POSTER This page explains the three sections your poster should have. Create your poster on a larger sheet of paper.
Animal: ___________________________________________________________________ Physical Looks (What does it look like? Size, weight, color, shape, body covering): Behavior (What does it do? How does it act? Moves, sleeps, barks, flies, etc.): Needs (What does it need to survive? Cold or hot weather, kind of food, lives in trees, etc.):
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
2-4
Name: _______________________________ How can we group animals?
Animal Group Chart: Fill in the characteristics and animal examples for each animal group.
Animal Group Name Major Characteristics 3 Example Animals
_________________
___________________
___________________
___________________
____________________
____________________
____________________
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3-1
Name: ___________________________ What makes a place a “habitat”?
DESIGN A MODEL ANIMAL – PART 3 TODAY’S EXPLORATION QUESTIONS: (Use the boxes to write and draw your ideas.) Where do sharks live? Where do seagulls (sea birds) live? What is the same about where seagulls live and where sharks live? What is different about where seagulls live and where sharks live? Why don’t seagulls and sharks live in the same place?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
3-2
Name: ___________________________ What makes a place a “habitat”?
SCIENCE INVESTIGATION: NATIVE HABITATS STEP 1. Read about your animal’s native habitat. Answer each of the five questions below with at least one fact about the habitat. The animal whose habitat I am describing is the ________________________________________.
What plant life is there in the native
habitat?
What food is there for your animal in its
native habitat?
What bodies of water are there in the native habitat?
What land features are there
in the native habitat?
What is the weather like in the
native habitat?
STEP 2: Think about why your animal lives where it does, and answer the question below. What makes your animal a good match for its habitat? (Hint: What does your animal need to stay alive?)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
3-3
Name: ___________________________ What makes a place a “habitat”?
TODAY’S ENGINEERING CHALLENGE STEP 1. In 10 minutes or less, use LEGO pieces to model your animal’s native habitat (this is a “quick-build” challenge).
Your model habitat must: - Take 10 minutes or less to build. - Show off at least one example of the plant life in the real habitat. - Show off at least one example of the land feature OR body of water in the real habitat. - Show off at least one example of the food sources in the real habitat.
STEP 2. After you build, sketch a diagram of your LEGO model of the habitat. *** Label the food, water, plants, or land features that you are including in the model.
STEP 3. Think about this question: What makes a place a “habitat”? From the list below, circle the four things that all animals need in their habitats: Dirt Milk Trees Food Space Water Buildings Paper Nests Pillows Air/Oxygen Apples
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
4-1
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Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
4-2
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Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
4-3
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Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
5-1
Name: ___________________________ Why do animals look the way they do?
DESIGN A MODEL ANIMAL – PART 5
TODAY’S EXPLORATION QUESTION Different animals move in different ways because they have different kinds of body parts (called structures). Look at the pictures of the duck and the human legs. Then fill in the table below.
What things are the same about human and duck leg structures?
What things are different about human and duck leg structures?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
5-2
Name: ___________________________ Why do animals look the way they do?
TODAY’S ENGINEERING CHALLENGE: Make a movable LEGO model of a body structure that helps with an animal’s movement. STEP 1. Choose an animal to model: ______________________________________________________ STEP 2. Find a structure (body part) that helps the animal move: ___________________________ STEP 3. ANIMAL STRUCTURE STUDY: Answer the following questions about that structure. (A) How does the structure connect to the rest of the animal’s body? __________________________________________________________________________________________ __________________________________________________________________________________________ (B) What do you notice about the structure’s joints? How many joints does it have?
(A joint is a place where two bones meet and a structure bends.) _______________________________________________________________________________________
_______________________________________________________________________________________
(C) What do you notice about the shape of the structure (body part)? (You might want to look carefully at its length and width.)
_______________________________________________________________________________________
_______________________________________________________________________________________
STEP 4. Draw a sketch of the structure (not the whole animal, just the structure you are modeling).
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5-3
Name: ___________________________ Why do animals look the way they do?
STEP 5. Sketch a plan for using LEGO pieces to model the structure (body part). Think about how your model will show how the animal moves.
STEP 6. How will you make sure that your model structure moves like the real animal structure? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
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Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
6-1
Name: What makes a good model of an animal’s structure?
DESIGN A MODEL ANIMAL – PART 6 TODAY’S EXPLORATION QUESTIONS. Look carefully at the toy bear pictured below.
(1) Could you use the toy bear to teach someone how a real bear moves? Why or why not? Write and draw your ideas below. (2) Is the toy bear a good model of a real bear’s structures? Why or why not? Write and draw your ideas below.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
6-2
Name: What makes a good model of an animal’s structure?
Rubric for Judging Animal Structure Models
STEP 1: Give your model and journal to another team to judge, and take their model and journal.
STEP 2: Find a photo, drawing, or live version of the other team’s animal. Use the other team’s journal to judge their model.
STEP 3: Read your model’s ratings, and improve your model. STEP 4. After improving your model, do a self-rating.
STEPS 1 & 2 STEP 4
Judges: Circle your rating below.
Judges: If you circled no, please explain why.
Modelers: Circle your self-rating below.
Does the model have the same number of joints as the real animal structure?
Yes No (1 pt) (0 pt)
Yes No (1 pt) (0 pt)
Do all of the model joints move the same as the real joints?
Yes No (1 pt) (0 pt)
Yes No (1 pt) (0 pt)
Does the model structure have the same shape as the real structure?
Yes No (1 pt) (0 pt)
Yes No (1 pt) (0 pt)
Is the longest piece of the model the longest part of the real structure?
Yes No (1 pt) (0 pt)
Yes No (1 pt) (0 pt)
Is the shortest piece of the model the shortest part of the real structure?
Yes No (1 pt) (0 pt)
Yes No (1 pt) (0 pt)
Challenge: Do the model pieces stop moving in the same place that the real animal parts stop moving?
Yes No (1 pt) (0 pt)
Yes No (1 pt) (0 pt)
Total Points
STEP 3 Improve your model.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
7-1
Name: Why do animals act they way they do?
DESIGN AN ANIMAL MODEL – PART 7 TODAY’S EXPLORATION QUESTION: Before you learn more about animal behavior, think about your own human behavior. Read the examples, and then complete (1) and (2) below.
(1) Think of something that you sense that always makes you take some action. In the box below, describe what you sense.
(2) Now describe the action you take when you sense what you described above.
You just described an example of your own stimulus(sense)-response(act) behavior!
Something I sense with one of my five senses is…
The action that it makes me take is…
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7-2
Name: Why do animals act they way they do?
OBSERVATIONS OF STIMULUS-RESPONSE BEHAVIOR MODELS STEP 1. Think about your observations of the robotic animal behavior models. STEP 2. Sort the behavior model cards into 4 groups of cards. Each group of cards should have:
1. A robotic behavior model (LEGO robot) 2. The real animal behavior it is modeling 3. Its computer program
STEP 3. Fill in the table to show your 4 groups.
Real Animal Behavior Robotic Behavior Model (Write the card letter)
Computer Program (Write the card number)
Dancing peacock
Crowing rooster
Frozen opossum
Running deer
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7-3
Name: Why do animals act they way they do?
WRITING RULES FOR ANIMAL BEHAVIOR MODELS STEP 1. Work with your partner and teacher to find an animal whose behavior you can model. We will model the animal behavior of a __________________________________________________. STEP 2. Describe one thing your animal often SENSES in its environment by using its sense of hearing, sight, or touch. STEP 3. Circle the words that best describe the STIMULUS (SENSE) you wrote in the box. The sound of a new noise The sight of a thing or animal The touch of a thing or animal The sight of light or darkness STEP 4. Describe the ACTION your animal takes when it senses the stimulus you described. Think of an action that is either a movement or a noise. STEP 5. Circle the words that best describe the RESPONSE (ACTION) you wrote in the box. Move forward slowly Move forward quickly Make a noise Move backward slowly Move backward quickly Spin in place STEP 6. Decide on the timing of the response. Write the number of seconds your animal spends making the response you circled above.
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7-4
Name: Why do animals act they way they do?
STEP 7. Use your ideas from Steps 3, 5, and 6 to write your animal behavior rule below. Your rule should be a sentence like this example:
Whenever my animal senses the stimulus of the smell of pizza, it responds by moving quickly toward the pizza smell for 5 seconds.
Whenever my animal senses the stimulus of ________________________________, it responds (acts) by _________________________________________________, for _____________ seconds.
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7-5
Name: Why do animals act they way they do?
Now turn your animal behavior rule into a computer program. STEP 8. Circle the sensor icon that shows what your animal is waiting to sense. (Circle the STIMULUS [SENSE].)
Touch Light Nearness Sound STEP 9. Circle the action icon that shows how your animal will respond to what it senses. (Circle the RESPONSE [ACTION].)
Make Noise Forward Fast Forward Slow Backward Fast Backward Slow Spin STEP 10. Write the number of seconds the response should last.
STEP 11. To write your program, write the names of the three icons from 8, 9, and 10 in a straight line.
Stimulus Response Timing Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
8-1
Name: What makes a good model of an animal’s behavior?
DESIGN AN ANIMAL MODEL – PART 8
TODAY’S EXPLORATION QUESTIONS: Imagine you are a scientist in Antarctica. You see a penguin joining a big huddle of other penguins.
(1) What do you think was the stimulus for this behavior? (What did the penguins sense?) (2) What is the response behavior? (What action did the penguins take?) (3) How do you think this stimulus-response behavior helps the penguin survive (stay alive)?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
8-2
Name: What makes a good model of an animal’s behavior?
TESTING AND SHARING MODELS OF ANIMAL BEHAVIOR STEP 1. Write the rule modeled by your own program: When our LEGO model senses ________________________________________________, the response action it takes is _______________________________________________, The real animal behavior we are modeling is _____________________________________. How would this behavior help the real animal stay alive? _________________________________________________________________________________________ _________________________________________________________________________________________ STEP 2. Write the rule modeled by the other team’s program: When their LEGO model senses _______________________________________________, the response action it takes is _______________________________________________, The real animal behavior they are modeling is ____________________________________. How would this behavior help the real animal stay alive? _________________________________________________________________________________________ _________________________________________________________________________________________ Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
8-3
Name: What makes a good model of an animal’s behavior?
STEP 3. Think about how your robotic model worked when you tried out its computer program. Then answer the questions below. (1) Did your robotic model sense what you wanted it to sense? YES NO
If not, how would you change the computer program to fix the sensing (stimulus) part of your model? ____________________________________________________________________________________ ____________________________________________________________________________________
(2) Did your robotic model act the way you wanted it to act? YES NO
If not, how would you change the computer program to fix the action (response) part of your model? ____________________________________________________________________________________ ____________________________________________________________________________________
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
8-4
Name: What makes a good model of an animal’s behavior?
Reflecting on Models of Animal Behavior SIMILARITIES DIFFERENCES
What are some things that are the SAME about the real animal’s behavior and the model animal’s behavior?
What are some things that are DIFFERENT about the real animal’s behavior and the model animal’s behavior?
PLUSes of the LEGO Models (+) MINUSes of the LEGO Models (-)
How would the LEGO models help you explain real animal behavior?
What parts of real animal behavior can you NOT explain with the LEGO models?
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
9-1
Name: How can we invent and model new animal structures?
DESIGN AN ANIMAL MODEL – PART 9 TODAY’S EXPLORATION QUESTIONS: Read the information about the rainforest habitat. Then answer the questions below.
A tropical rainforest is a warm, humid forest where it rains at least 100 inches every year and the temperature stays near 75° F all year round. Every tropical rainforest has three layers of plant life. Way up high, just below the tops of the tallest trees, is the canopy layer with the leaves and branches of most of the trees. Many vines, flowers, and fruits are also found in the canopy. Below the canopy is the understory, with smaller trees and bushes. Much less sunlight reaches down into the understory. The lowest layer of the rainforest is the forest floor. With its very dim light, the forest floor has mainly mushrooms and fallen leaves and branches.
(1) Draw a picture that shows the three layers of rainforest plant life.
(2) What parts of the rainforest would help rainforest animals survive? (Look for clues about food, shelter, and water.)
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
9-2
Name: How can we invent and model new animal structures? RAINFOREST CREATURE DESIGN CHALLENGE, PART 1 Structure Model Design Summary: Design and make a model of the structures of a rainforest creature. Your creature should be a fictional animal, but it should also be believable. You want the movie viewers to believe it really exists.
Examples of animal structure models
Structure Model Requirements: To be believable, your creature must have the following structures that would help it survive in a rainforest habitat:
What structures must it have? What must they do? How will they be tested?
1A.) Really move Must flap, walk, crawl, or show some other motion
1.) Movement structures
1B.) Balance on a branch Model branch is a bamboo pole
2A.) Pick up food 2.) Eating structures
2B.) Drop food
Model food is a LEGO connector hole taped to white paper
3.) Protecting structures 3.) Show how they help the animal protect itself
You must explain your reasoning for how they help with protection
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
9-3
Name: How can we invent and model new animal structures? STEP 1. PLAN YOUR RAINFOREST CREATURE’S STRUCTURES 1.) What structure(s) does it use for moving and balancing? Write at least one sentence about the structure(s): Sketch the structure(s): 2.) What structure(s) does it use for eating? Write at least one sentence about the structure(s): Sketch the structure(s): 3.) What structure(s) does it use for protecting itself? Write at least one sentence about the structure(s): Sketch the structure(s):
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
9-4
Name: How can we invent and model new animal structures? STEP 2. BUILD A MODEL OF YOUR RAINFOREST CREATURE’S STRUCTURES OPTIONAL: You may use the space below to plan how to use LEGO pieces for your structure model. STEP 3. TEST YOUR MODEL Test your model to make sure that it meets all the requirements in the rubric on page 9-4. If it doesn’t , change the structures to make them better.
This is a drawing of how we will use LEGO pieces to build a structure model…
This explains how we will use LEGO pieces to build a structure model…
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
9-5
Name: How can we invent and model new animal structures? STEP 4. JUDGE YOUR MODEL Use the rubric below to judge your model. Be sure to explain each rating.
Read each design requirement. Circle your rating.
Write a sentence that explains your rating.
1A.) Does the model have structure(s) that really move (flap, walk, crawl, etc.)?
Yes No (1 pt) (0 pt)
1B.) Does the model have structure(s) that balance it on the branch?
Yes No (1 pt) (0 pt)
2A.) Does the model have structure(s) that can pick up the food?
Yes No (1 pt) (0 pt)
2B.) Does the model have structure(s) that can drop the food?
Yes No (1 pt) (0 pt)
3.) Does the model have structure(s) that help it protect itself?
Yes No (1 pt) (0 pt)
4.) Can you write at least 2 sentences to explain how your creature’s structures make it a good survivor in the rainforest habitat?
Yes No (1 pt) (0 pt)
(Write your sentences here.)
Total Points
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
10-1
Name: How can we invent and model new animal behaviors?
DESIGN AN ANIMAL MODEL – PART 10
TODAY’S EXPLORATION QUESTION: Think about the real-life behaviors that could be modeled by the robotic behaviors shown below. Write your ideas on the lines.
(1)
A spinning robot could stand in for the real-life behavior of... (2)
A robot that moves forward and makes sounds could stand in for the real-life behavior of...
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
10-2
Name: How can we invent and model new animal behaviors? RAINFOREST CREATURE DESIGN CHALLENGE, PART 2 Behavior Model Design Summary: Design and program a model of the behavior of a rainforest creature. For your model, you will be given a LEGO robot. Your job is to write behavior rules for this LEGO robot.
Example of animal behavior models
Behavior Model Requirements: To be believable, your creature must have these behaviors that would help it survive in a rainforest habitat:
What behaviors must it have? What will be used to test the behaviors?
1.) Avoiding predators Predator = LEGO robot that leaps out at anything nearby
2.) Finding food Food = White squares of paper
3.) Taking care of baby animals Baby = LEGO robot that calls loudly for food
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
10-3
Name: How can we invent and model new animal behaviors? STEP 1. PLAN YOUR RAINFOREST CREATURE’S BEHAVIOR Design at least three behavior rules for your rainforest animal. (Rule #1) How to Avoid the Predator To avoid the model predator, my robot senses ____________________________________________ with its ____________________________________ sensor. (Light, Nearness, Touch, or Sound?) Then, my robot responds by ______________________________________________________________. This sensing-responding behavior would help a real animal survive because ________________ _________________________________________________________________________________________. Circle the sensor icon that shows what your animal is waiting to sense.
Touch Light Nearness Sound
Circle the action icon that shows how your animal will respond to what it senses.
Make Noise Forward Fast Forward Slow Backward Fast Backward Slow Spin Stop If the response has another part, circle the icon that shows the second part. (It does not need to have two parts.)
Make Noise Forward Fast Forward Slow Backward Fast Backward Slow Spin Stop Write the number of seconds this response will last.
First part Second part (if needed)
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
10-4
(Rule #2) How to Find Food To find the model food, my robot senses __________________________________________ with its ____________________________________ sensor. (Light, Nearness, Touch, or Sound?) Then, my robot responds by ______________________________________________________________. This sensing-responding behavior would help a real animal survive because ________________ _________________________________________________________________________________________. Circle the sensor icon that shows what your animal is waiting to sense.
Touch Light Nearness Sound
Circle the action icon that shows how your animal will respond to what it senses.
Make Noise Forward Fast Forward Slow Backward Fast Backward Slow Spin Stop
If the response has another part, circle the icon that shows the second part. (It does not need to have two parts.)
Make Noise Forward Fast Forward Slow Backward Fast Backward Slow Spin Stop Write the number of seconds this response will last.
First part Second part (if needed)
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
10-5
(Rule #3) How to Take Care of Babies To take care of model babies, my robot senses ____________________________________________ with its ____________________________________ sensor. (Light, Nearness, Touch, or Sound?) Then, my robot responds by ______________________________________________________________. This sensing-responding behavior would help a real animal survive because ________________ _________________________________________________________________________________________. Circle the sensor icon that shows what your animal is waiting to sense.
Touch Light Nearness Sound
Circle the action icon that shows how your animal will respond to what it senses.
Make Noise Forward Fast Forward Slow Backward Fast Backward Slow Spin Stop
If the response has another part, circle the icon that shows the second part. (It does not need to have two parts.)
Make Noise Forward Fast Forward Slow Backward Fast Backward Slow Spin Stop Write the number of seconds this response will last.
First part Second part (if needed)
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
10-6
Name: How can we invent and model new animal behaviors? STEP 2. PROGRAM YOUR RAINFOREST CREATURE’S BEHAVIOR Your teacher will help you put your programs on a computer and transfer them to your LEGO robot.
STEP 3. TEST YOUR RAINFOREST CREATURE’S BEHAVIOR Test your robotic model to make sure it meets all the requirements in the rubric below. If it doesn’t, ask for help to change the programs to make them better.
STEP 4. JUDGE YOUR RAINFOREST CREATURE’S BEHAVIOR Use the rubric below to judge your model. Be sure to explain each rating.
Read each design requirement. Circle your rating. Write a sentence that explains your rating.
1.) Does the robotic model show a behavior for avoiding the predator?
Yes No (1 pt) (0 pt)
2.) Does the robotic model show a behavior for finding food?
Yes No (1 pt) (0 pt)
3.) Does the robotic model show a behavior for taking care of baby animals?
Yes No (1 pt) (0 pt)
4.) Can you write at least 2 sentences to explain how your creature’s behaviors make it a good survivor in the rainforest habitat?
Yes No (1 pt) (0 pt)
(Write your sentences here.)
Total Points
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
11-1
Name: Would our invented animals survive?
DESIGN AN ANIMAL MODEL – PART 11
YOUR FINAL RAINFOREST CREATURE PITCH: Think about what makes your invented animal a believable rainforest creature. Using the guide below, make a poster that would persuade the movie director that your animal is designed to survive in the rainforest.
(1) Our invented animal is called a ____________________________________________. (Invent a scientific name for your animal.)
(2) It belongs to the _________________________________ group of animals because... (amphibian, bird, crustacean, fish, insect, mammal, reptile?)
____________________________________________________________________.
(3) The movie audience would believe that it
survives in the rainforest because ...
(a) ________________________________ __________________________________
__________________________________
(b) _______________________________
__________________________________
__________________________________
(c) ________________________________
__________________________________
__________________________________
(Write at least 3 reasons why your animal would survive in the rainforest.)
(Use this space to sketch your animal. Or, add pictures of its structure model and behavior model.)
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com
Section 3: Supplemental Teacher Resources
1
Animal Unit Glossary
Lesson 1
Animal adaptation – A special trait that helps an animal survive.
Model – A simplified version of a real thing or event that is used to describe, explain, or better
understand some part of that real thing or event. A model can be a drawing, a construction, a
math equation, or a computer simulation.
Survive – To stay alive.
Tropical rainforest – A warm, humid forest full of trees, flowering plants, and animals where it
rains more than 100 inches per year.
Lesson 2
Amphibian – A cold-blooded animal that has an inner skeleton and spends part of its life in
water and part of its life on land.
Behavior – The way an animal acts; what an animal does; an animal’s pattern of activities.
Bird – A warm-blooded, egg-laying animal that has an inner skeleton, wings and feathers.
Characteristic - A quality of an individual or group.
Crustacean – An animal that has a hard shell, jointed legs, antennae, three mouthparts, and a fan-
shaped tail, and usually lives in water.
Fish – A cold-blooded animal that has an inner skeleton, lives in water, has gills, fins, and a tail,
and moves by swimming.
Habitat – The home of an animal.
Insect – A very small animal that has an outer skeleton, a segmented body, three pairs of legs,
and usually wings.
Mammal - A warm-blooded animal that has an inner skeleton and has hair or fur; female
mammals produce milk to feed their young.
Reptile – A cold-blooded animal that has an inner skeleton, lives on land, and has waterproof
skin with scales or plates.
Lesson 3
Body of water – A large amount of water all in the same place, such as a lake, pond, river, ocean,
dam, creek, or stream.
Characteristic - A quality of an individual or group.
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2
Habitat – The home of an animal.
Land feature – A natural part of the landscape such as a hill, mountain, valley, dune, crater,
plain, or meadow.
Model – A simplified version of a real thing or event that is used to describe, explain, or better
understand some part of that real thing or event. A model can be a drawing, a construction, a
math equation, or a computer simulation.
Lesson 4
Behavior – The way an animal acts; what an animal does; an animal’s pattern of activities.
Observation – The information (data) obtained by watching carefully and trying to notice as
much as possible.
Observe – To watch carefully; to look at closely and try to notice as much as possible.
Structure – A body part with a particular function; the parts of an animal that give it its shape
and movement.
Lesson 5
Function – The specific job or purpose of something.
Joint – A place where two bones meet; a place where a body structure is able to bend.
Model – A simplified version of a real thing or event that is used to describe, explain, or better
understand some part of that real thing or event. A model can be a drawing, a construction, a
math equation, or a computer simulation.
Structure – A body part with a particular function; the parts of an animal that give it its shape
and movement.
Lesson 6
Function – The specific job or purpose of something.
Joint – A place where two bones meet; a place where a body structure is able to bend.
Model – A simplified version of a real thing or event that is used to describe, explain, or better
understand some part of that real thing or event. A model can be a drawing, a construction, a
math equation, or a computer simulation.
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3
Rubric – A checklist of goals and point values used to evaluate or judge how well something has
been done.
Structure – A body part with a particular function; the parts of an animal that give it its shape
and movement.
Lesson 7
Action – What an animal does.
Behavior – The way an animal acts; what an animal does; an animal’s pattern of activities.
Computer program – A set of instructions that tell a computer what to do, usually written in a
symbol language or a shortened version of the English language.
Model – A simplified version of a real thing or event that is used to describe, explain, or better
understand some part of that real thing or event. A model can be a drawing, a construction, a
math equation, or a computer simulation.
Response – Action that an animal takes after sensing something (a stimulus).
Robot – A machine that uses a computer and electronic devices to perform tasks automatically,
without human control.
Robotic – Using a computer and electronic devices to perform tasks automatically, without
human control.
Sense – To take information in from the surroundings.
Sense structure – A body part that takes information in from the surroundings.
Sensor – An electronic device that takes in information from the surroundings and converts it to
an electrical signal.
Stimulus – Something that is sensed; information from the surroundings; something that can
cause an action.
Lesson 8
Same as Lesson 7
Lesson 9
Model – A simplified version of a real thing or event that is used to describe, explain, or better
understand some part of that real thing or event. A model can be a drawing, a construction, a
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4
math equation, or a computer simulation.
Rubric – A checklist of goals and point values, used to evaluate or judge how well something has
been done.
Structure – A body part with a particular function; the parts of an animal that give it its shape
and movement.
Tropical rainforest – A warm, humid forest full of trees, flowering plants, and animals, where it
rains more than 100 inches per year.
Lesson 10
Behavior – The way an animal acts; what an animal does; an animal’s pattern of activities
Computer program – a set of instructions that tell a computer what to do, usually written in a
symbol language or a shortened version of the English language.
Model – A simplified version of a real thing or event that is used to describe, explain, or better
understand some part of that real thing or event. A model can be a drawing, a construction, a
math equation, or a computer simulation.
Response - Action that an animal takes after sensing something (a stimulus)
Robot – A machine that uses a computer and electronic devices to perform tasks automatically,
without human control.
Robotic – Using a computer and electronic devices to perform tasks automatically, without
human control.
Rubric – A checklist of goals and point values, used to evaluate or judge how well something has
been done.
Stimulus – Something that is sensed; information from the surroundings; something that can
cause an action.
Tropical rainforest – A warm, humid forest full of trees, flowering plants, and animals, where it
rains more than 100 inches per year.
Lesson 11
Animal adaptation – A special trait that helps an animal survive.
Model – A simplified version of a real thing or event that is used to describe, explain, or better
understand some part of that real thing or event. A model can be a drawing, a construction, a
math equation, or a computer simulation.
Survive – To stay alive.
Tropical rainforest – A warm, humid forest full of trees, flowering plants, and animals, where it
rains more than 100 inches per year.
Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com